@incollection{hennessy_international_2017, title = {International {Experiences} with {Intergrating} {Interactive} {Whiteboards}: {Policy}, {Practice}, {Pedagogy} and {Professional} {Development}}, shorttitle = {International {Experiences} with {Intergrating} {Interactive} {Whiteboards}}, booktitle = {Life in schools and classrooms}, publisher = {Springer}, author = {Hennessy, Sara}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FXFIKRTN}, keywords = {\_\_C:filed:1}, pages = {633--650}, } @article{hennessy_teacher_2019, title = {Teacher professional development to support classroom dialogue}, doi = {10.4324/9780429441677-21}, journal = {The Routledge International Handbook of Research on Dialogic Education}, author = {Hennessy, Sara and Davies, Maree}, year = {2019}, note = {Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.4324/9780429441677-21 2129771:FWVFI2WU}, keywords = {\_\_C:filed:1}, } @article{hasler_sustaining_2018, title = {Sustaining and {Scaling} {Pedagogic} {Innovation} in {Sub}-{Saharan} {Africa}: {Grounded} {Insights} {For} {Teacher} {Professional} {Development}}, volume = {5}, shorttitle = {Sustaining and {Scaling} {Pedagogic} {Innovation} in {Sub}-{Saharan} {Africa}}, url = {https://docs.opendeved.net/lib/D2GQYC5S}, abstract = {Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation.}, number = {1}, journal = {Journal of Learning for Development}, author = {Haßler, Björn and Hennessy, Sara and Hofmann, Riikka}, year = {2018}, note = {00000 EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:D2GQYC5S KerkoCite.ItemAlsoKnownAs: 2129771:43ZT3XWL 2129771:52KKAHKR 2129771:65GDUID3 2129771:AAT7FR3H 2129771:AS7MJJEC 2129771:D2GQYC5S 2129771:LDWSNI7T 2129771:LHMXV7QF 2129771:NITLC7K7 2129771:ULKWW8ZY 2249382:CS9PALG8 2292090:LR6L7S7U 2317526:6IH7CD39 2317526:PP4CHVEG 2339240:2BCABLG6 2339240:4N3G4XDJ 2339240:HGHAYJ5G 2339240:HR2YGWX3 2405685:NZ3GKZCR 2405685:ZFJ79LQS 257089:AJJPQKDF 261451:JC3NQMN3 261495:BWD9L8FL 261495:TCP47GGI}, keywords = {AWP2, Active Learning, Africa, Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, CitedIn:DFID\_SRF, CitedIn:OER4S-TPE-Anon, CitedIn:OER4Schools-2012-HHH1-anon, CitedIn:PhD\_Thesis, DIAL-RDO, Developing Nations, Educational Technology, Elementary Secondary Education, Faculty Development, Foreign Countries, Handheld Devices, IMPORT\_FROM\_DFID\_RITE, InPrep, Inservice Teacher Education, Low Income Groups, Monday, Motivation, OER4Schools, Open Educational Resources, Peer Teaching, RPF-May-2016, Resource Allocation, Rural Schools, STC-TLC, Scaffolding (Teaching Technique), Scheduling, Shared Resources and Services, Sustainable Development, Sustainable Development Goal 4, TL:Arabic, TL:English, TL:Translated, Teacher Professional Development, Technology Uses in Education, Telecommunications, TranslationGoingAhead, \_C:Bangladesh BGD, \_C:Brazil BRA, \_C:Cambodia KHM, \_C:Cameroon CMR, \_C:China CHN, \_C:Ethiopia ETH, \_C:Ghana GHA, \_C:India IND, \_C:Japan JPN, \_C:Kenya KEN, \_C:Nigeria NGA, \_C:Rwanda RWA, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence, \_yl:a, missingHU, peer-facilitation, school-based active learning, sub-Saharan Africa, ⛔ No DOI found}, } @incollection{major_tablet_2017, title = {Tablet use in schools: impact, affordances and considerations}, shorttitle = {Tablet use in schools}, booktitle = {Handbook on {Digital} {Learning} for {K}-12 {Schools}}, publisher = {Springer}, author = {Major, Louis and Haßler, Björn and Hennessy, Sara}, year = {2017}, note = {00007 KerkoCite.ItemAlsoKnownAs: 2129771:485MSZJF 2129771:8BTH5YPD 2129771:FLMTLZDC 2129771:TYSXQU5W 2129771:W8LWQ8RD 2129771:YJ3TC54F}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_C:Australia AUS, \_C:New Zealand NZL, \_C:Spain ESP, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence}, pages = {115--128}, } @article{hasler_tablet_2016, title = {Tablet use in schools: a critical review of the evidence for learning outcomes}, volume = {32}, copyright = {© 2015 John Wiley \& Sons Ltd}, issn = {1365-2729}, shorttitle = {Tablet use in schools}, url = {https://docs.opendeved.net/lib/9IYKEUKJ}, doi = {10.1111/jcal.12123}, abstract = {The increased popularity of tablets in general has led to uptake in education. We critically review the literature reporting use of tablets by primary and secondary school children across the curriculum, with a particular emphasis on learning outcomes. The systematic review methodology was used, and our literature search resulted in 33 relevant studies meeting the inclusion criteria. A total of 23 met the minimum quality criteria and were examined in detail (16 reporting positive learning outcomes, 5 no difference and 2 negative learning outcomes). Explanations underlying these observations were analysed, and factors contributing to successful uses of tablets are discussed. While we hypothesize how tablets can viably support children in completing a variety of learning tasks (across a range of contexts and academic subjects), the fragmented nature of the current knowledge base, and the scarcity of rigorous studies, makes it difficult to draw firm conclusions. The generalizability of evidence is limited, and detailed explanations as to how, or why, using tablets within certain activities can improve learning remain elusive. We recommend that future research moves beyond exploration towards systematic and in-depth investigations building on the existing findings documented here.}, language = {en}, number = {2}, journal = {Journal of Computer Assisted Learning}, author = {Haßler, Björn and Major, Louis and Hennessy, Sara}, year = {2016}, note = {EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:9IYKEUKJ KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12123 10/f8f6mc 2129771:67CB8FHE 2129771:6YGVDBXS 2129771:9IYKEUKJ 2129771:BFWTG2BG 2129771:HX6DBG7W 2129771:XBQV2NGQ 2129771:XWGFIH7Y 2129771:Z688UKBU 2292090:7ASI5XLU 2317526:3V7LV2NP 2339240:C6LDZSDW 2339240:GNBA7ZJI 2339240:WPK23R37 2405685:7552P2EL 2405685:9I6F956M 2405685:SZ2DB7K2 503888:U6FRZHMB}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -missingHU, Android, Australia AUS, Author:Haßler, Author:OpenDevEd, Belgium BEL, Björn-CV-OECS, Canada CAN, Chile CHL, DL4D cited, Malawi MWI, Monday, New Zealand NZL, Spain ESP, TL:Arabic, TL:English, TL:Translated, Thailand THA, TranslationGoingAhead, Turkey TUR, \_C:Brazil BRA, \_C:China CHN, \_C:France FRA, \_C:Germany DEU, \_C:India IND, \_C:Kenya KEN, \_C:Norway NOR, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:United Kingdom GBR, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence, iPad, learning outcomes, publicImportV1, school, systematic reviews, tablets}, pages = {139--156}, } @article{hennessy_challenges_2015, title = {Challenges and opportunities for teacher professional development in interactive use of technology in {African} schools}, volume = {24}, doi = {10.1080/1475939x.2015.1092466}, number = {5}, journal = {Technology, Pedagogy and Education}, author = {Hennessy, Sara and Haßler, Björn and Hofmann, Riikka}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2015.1092466 10.1080/1475939x.2015.1092466 10/gfv5xz 2129771:5VQYH38X 2129771:AMZ6ZM6C 2129771:J9GHN7C4 2129771:L2HUHYLN 2129771:Z6IRJ6Y4 2129771:ZCU7ZNTG 257089:GN2B3JX9 261495:HSFJGS9C}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_C:Bangladesh BGD, \_C:France FRA, \_C:Japan JPN, \_C:Kenya KEN, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:Pakistan PAK, \_C:Rwanda RWA, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence, \_yl:b}, pages = {1--28}, } @article{hennessy_pedagogic_2015, title = {Pedagogic change by {Zambian} primary school teachers participating in the {OER4Schools} professional development programme for one year}, volume = {31}, copyright = {Creative Commons Attribution 4.0 International}, issn = {02671522}, url = {https://www.repository.cam.ac.uk/bitstream/handle/1810/261133/Hennessy_et_al-2015-Research_Papers_in_Education-AM.pdf?sequence=1}, doi = {10.1080/02671522.2015.1073343}, abstract = {Supporting and upskilling teachers are essential to enhancing the quality of learning in developing contexts – the focus of Education For All – yet little evidence exists concerning what kinds of teacher education are actually most effective and what changes in ‘quality’ are desired and feasible. This paper illustrates how a concrete, research-informed school-based, model of professional development in sub-Saharan Africa can address the quality agenda. It reports on a trial of a pioneering, multimedia programme supporting interactive mathematics and science teaching using open educational resources and classroom digital technology, where available. The programme was carefully adapted to the Zambian context and ran weekly for one school year with 12 teachers in a low-resourced primary school. The study examined the impact on teachers' thinking and classroom practices. Data were derived from observations, lesson and workshop recordings, teacher interviews, portfolios and audio diaries. Through a teacher-led workshop approach and trialling new pedagogical strategies, teachers raised their expectations of pupils, adapted to learners’ knowledge levels, used more practical and group work, and integrated technology use. Pupils built deeper understanding of subject matter, were actively engaged, worked collaboratively and used digital technologies for problem-solving.}, language = {en}, number = {4}, journal = {Research Papers in Education}, author = {Hennessy, Sara and Haßler, Björn and Hofmann, Riikka}, year = {2015}, note = {EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:QGHFB3QL KerkoCite.ItemAlsoKnownAs: 10.1080/02671522.2015.1073343 10/gftr46 2129771:2RSUFZXK 2129771:4DDI7MD4 2129771:5P2TUQQC 2129771:CPWUEHPK 2129771:DLXY6Q8J 2129771:QGHFB3QL 2129771:TG8DGQ3P 2129771:WHB6UUT9 2339240:UTDG7DWR 2405685:CSCFPKV2 2405685:NAJLZ3FE 2405685:R5KQR27A 2405685:S9FRC57W 2534378:4NJUGCID 2534378:E2PEHWQT 2534378:GGBWWEIN 2534378:HQ26LIRW 2534378:QVE8VZAZ 2534378:Z7EEHWT2 257089:AGK9WB3X 257089:FXEJEAA9 261451:ENUVRNA2 261495:4NPFWURU 261495:YIZHH9Z5}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, C:sub-Saharan Africa, CAREER development, EDUCATION -- Study \& teaching, GRADUATE education, PROFESSIONAL education, TEACHER training, ZAMBIA, Zambia, \_C:Australia AUS, \_C:India IND, \_C:Iran IRN, \_C:Japan JPN, \_C:Kenya KEN, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:Rwanda RWA, \_C:South Africa ZAF, \_C:Tonga TON, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2099887, \_\_C:filed:1, \_\_C:scheme:1, \_\_\_working\_potential\_duplicate, \_\_finaldtb, \_r:ImportedToMyEducationEvidence, \_yl:a, digital technology, docs.opendeved.net, interactive pedagogy, open educational resources, sub-Saharan Africa, teacher professional development}, pages = {399--427}, } @article{hennessy_teacher_2010, title = {Teacher factors influencing classroom use of {ICT} in sub-{Saharan} {Africa}}, volume = {2}, url = {https://pdfs.semanticscholar.org/56ec/8d2248a546352fed0f520972b57034334a45.pdf}, abstract = {This paper synthesises the research literature on teachers‟ use of Information and Communication Technology (ICT) in primary and secondary schools in sub-Saharan Africa, with a particular emphasis on improving the quality of subject teaching and learning. We focus on the internal factors of influence on teachers‟ use, or lack of use, of technology in the classroom. Our discussion attends to perceptions and beliefs about ICT and their motivating effects, technological literacy and confidence levels, pedagogical expertise related to technology use, and the role of teacher education. These factors are discussed in light of significant infrastructure and other external issues. We conclude by drawing out a number of pedagogical implications for initial teacher education and professional development to bring schooling within developing contexts into the 21 st century.}, journal = {Itupale Online Journal of African Studies}, author = {Hennessy, Sara and Harrison, David and Wamakote, Leonard}, year = {2010}, note = {EdTechHub.Source: 2405685:RXIW5GY7 KerkoCite.ItemAlsoKnownAs: 2129771:J94BQM7C 2339240:957DANTW 2405685:RXIW5GY7 503888:YIGQUDX5}, keywords = {Schools, Secondary, Scientific literature, ⛔ No DOI found}, pages = {39--54}, } @inproceedings{hasler_orbit_2012, title = {{ORBIT} and {OER4Schools}: supporting effective primary and secondary school practice through {OER}}, copyright = {All rights reserved}, booktitle = {Proceedings of {Cambridge} 2012: {Innovation} and {Impact} - {Openly} {Collaborating} to {Enhance} {Education}}, author = {Haßler, Björn and Hennessy, Sara and Jestaz, Caroline}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6JDPUE7P 2129771:QFW8NS5E}, keywords = {Author:Haßler, Author:OpenDevEd, \_C:Australia AUS, \_C:Belgium BEL, \_C:Bolivia BOL, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Canada CAN, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Costa Rica CRI, \_C:Cuba CUB, \_C:Czech Republic CZE, \_C:Denmark DNK, \_C:Ecuador ECU, \_C:Estonia EST, \_C:Ethiopia ETH, \_C:Finland FIN, \_C:France FRA, \_C:Georgia GEO, \_C:Germany DEU, \_C:Ghana GHA, \_C:Greece GRC, \_C:Hungary HUN, \_C:India IND, \_C:Indonesia IDN, \_C:Ireland IRL, \_C:Israel ISR, \_C:Italy ITA, \_C:Ivory Coast CIV, \_C:Japan JPN, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Korea, Republic KOR, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mauritius MUS, \_C:Mexico MEX, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Peru PER, \_C:Poland POL, \_C:Portugal PRT, \_C:Romania ROU, \_C:Russian Federation RUS, \_C:Rwanda RWA, \_C:Saudi Arabia SAU, \_C:Singapore SGP, \_C:Slovenia SVN, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sudan SDN, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence, ⛔ No DOI found}, pages = {311--317}, } @incollection{hennessy_using_2016, title = {Using digital technology and school-based professional development to leverage interactive classroom teaching in {Zambia}}, url = {https://www.taylorfrancis.com/books/e/9781136157974/chapters/10.4324%2F9780203078945-13}, abstract = {This chapter describes a study which explored the feasibility of using information and communications technologies (ICTs) to support more interactive forms of subject teaching and learning in Sub-Saharan Africa. Specifically, we: • provided open educational resources (OER) to three ICT-and Internetequipped primary schools in Zambia, all serving disadvantaged communities; • worked with partners to identify the needs of school-based continuing professional development (CPD) adapted to the local context; • responded to those needs by designing an appropriate intervention – focusing on participatory, collaborative and interactive pedagogies supported by ICTs and OER, both within the classroom and for teacher development.}, language = {en}, author = {Hennessy, Sara and Haßler, Björn and Mwewa, G}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QG8ESI5B 2317526:CWBQU3Q9}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, C:Zambia, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:learning, F:teaching, P:teacher education, P:teachers, Q:ICT, Q:OER, Q:digital technology, Q:interactive, Q:interactive pedagogy, Q:open educational resources, Q:primary education, R:evaluation, T:Classroom teaching, Z:ICT in education, Z:Intervention evaluation, Z:Primary education, Z:Teacher education, publicImportV1}, } @article{hennessy_wnioski_2013, title = {Wnioski z międzynarodowych doświadczeń w wykorzystywaniu tablic interaktywnych - rola doskonalenia zawodowego we wprowadzaniu nowych technologii do szkół}, author = {Hennessy, Sara and London, Laura and Dzierzgowski, Jan}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ES3KSIUM}, keywords = {\_C:Australia AUS, \_C:Mexico MEX, \_C:Tanzania TZA, \_C:United Kingdom GBR, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{watson_relationship_2021, title = {The relationship between educational television and mathematics capability in {Tanzania}}, volume = {52}, copyright = {© 2020 The Authors. British Journal of Educational Technology published by John Wiley \& Sons Ltd on behalf of British Educational Research Association}, issn = {1467-8535}, url = {https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13047}, doi = {10.1111/bjet.13047}, abstract = {Previous studies have often demonstrated that educational television can have a positive effect on learning outcomes in low-income countries when delivered in controlled settings. However, existing research in low-resource contexts has scarcely considered the association between child outcomes and viewing in usual environments (ie, at their home, a friend’s home or a relative’s home). This lack of research is striking, as evidence from controlled settings might provide limited information on the effects of normal television exposure. This paper, therefore, investigates the relationship between normal exposure to a popular Tanzania-produced cartoon, Ubongo Kids and mathematics capability, as represented by plausible values derived from an item response theory model applied to children’s test responses. Cross-sectional investigation of a sample of 38 682 Tanzanian children suggested normal educational television exposure to be significantly associated with mathematics capability, when controlling for age, sex, school enrolment, Kiswahili attainment and household fixed effects. While cross-sectional results are not necessarily causal, the findings in this paper broadly correspond with those from previous designs using repeated observations. What is more, considering association results alongside cost and viewership estimates suggests television-based interventions to be highly cost effective. Practitioner Notes What is already known about this topic National data for Tanzania suggests the country to have both low levels of mathematics proficiency and considerable access to television technology. Educational television-based interventions might, therefore, be worthy of consideration by educational policymakers, especially given that studies conducted in controlled settings indicate that television can deliver learning benefits. There is, however, little evidence concerning educational television exposure outside of controlled settings. Only one such study in a low-income context that concerned the association between learning outcomes and viewing among primary-age children has been identified. What this paper adds This paper addresses this dearth of research by investigating the association between normal exposure to a Tanzanian cartoon, Ubongo Kids and mathematics capability, as derived from an item response theory model applied to the test responses of 38 682 children. Cross-sectional findings suggest the association between normal television exposure and mathematics capability to be significant. Further, a cost-effectiveness comparison with alternate interventions in comparable contexts indicates that educational television is highly cost-effective. Implications for practice and/or policy The findings presented in this paper concerning educational television viewership in usual environments act to triangulate those from prior research conducted in controlled settings. As such, policymakers in low-income contexts now possess more convincing evidence on the potential influence of educational television interventions. Additionally, the cost-effectiveness comparison made suggests that educational television should be considered a viable option by policymakers seeking to address learning outcomes with limited resources.}, language = {en}, number = {2}, urldate = {2021-05-27}, journal = {British Journal of Educational Technology}, author = {Watson, Joe and Hennessy, Sara and Vignoles, Anna}, year = {2021}, note = {\_eprint: https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13047}, keywords = {Tanzania, cost effectiveness, educational television, mathematics}, pages = {638--658}, } @article{walker_trialling_2022, title = {Trialling open educational resources for technology-supported teacher professional development in rural {Zimbabwe}}, volume = {0}, issn = {0267-1522}, url = {https://doi.org/10.1080/02671522.2022.2034925}, doi = {10.1080/02671522.2022.2034925}, abstract = {This study reports on the adaptation and outcomes of a teacher professional development (TPD) programme in a rural Zimbabwean secondary school. The programme incorporated Open Educational Resources (OER), specifically OER4school materials, that were provided via tablet computers for teachers and students. A mixed-methods case study was employed to explore teachers’ perceptions, knowledge, experiences of interactive learning and teaching in relation to this TPD, as well as their perceptions and experiences of the role and value of using technology to support student learning. Video data from structured lesson observations were triangulated with teacher post-lesson interviews and thematically coded. The interviews indicated that all teachers demonstrated a change in mindset and a clear understanding of interactive teaching methods. However, the structured observations revealed that only half of the teachers were using these interactive methods. Teachers also emphasised the value of OER and tablet technologies in improving lesson planning and making classroom learning more authentic. The use of technology, as both a TPD medium and as a classroom tool, showed potential to enhance the quality of TPD and teacher quality. Yet more specific teacher development to support the interactive use of technology within the classroom would be beneficial.}, number = {0}, urldate = {2022-07-05}, journal = {Research Papers in Education}, author = {Walker, Hannah and Hennessy, Sara and Pimmer, Christoph}, month = feb, year = {2022}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/02671522.2022.2034925}, keywords = {Author:OpenDevEd, Open education resources, Zimbabwe, educational technology, tablets, teacher education, teacher professional development}, pages = {1--25}, } @article{watson_relationship_2020, title = {The relationship between educational television and mathematics capability in {Tanzania}}, volume = {52}, issn = {1467-8535}, doi = {10.1111/bjet.13047}, language = {en}, number = {2}, journal = {British Journal of Educational Technology}, author = {Watson, Joseph and Hennessy, Sara and Vignoles, Anna}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.13047 4804264:6BNTBWJK}, keywords = {Final\_citation, cited, existing}, } @article{hasler_sustaining_2018, title = {Sustaining and {Scaling} {Pedagogic} {Innovation} in {Sub}-{Saharan} {Africa}: {Grounded} {Insights} {For} {Teacher} {Professional} {Development}}, volume = {5}, issn = {2311-1550}, shorttitle = {Sustaining and {Scaling} {Pedagogic} {Innovation} in {Sub}-{Saharan} {Africa}}, doi = {10.56059/jl4d.v5i1.264}, language = {en}, number = {1}, journal = {Journal of Learning for Development}, author = {Haßler, Bjoern and Hennessy, Sara and Hofmann, Riikka}, month = mar, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.56059/jl4d.v5i1.264 4804264:XZPBP8GM}, keywords = {Final\_citation, cited, existing}, } @article{hasler_developing_2014, title = {Developing an {Open} {Resource} {Bank} for {Interactive} {Teaching} of {STEM}: {Perspectives} of school teachers and teacher educators}, copyright = {All rights reserved}, shorttitle = {Developing an {Open} {Resource} {Bank} for {Interactive} {Teaching} of {STEM}}, url = {http://jime.open.ac.uk/jime/article/viewArticle/2014-09}, urldate = {2014-04-22}, journal = {Journal of Interactive Media in Education}, author = {Haßler, Björn and Hennessy, Sara and Knight, Simon and Connolly, Teresa}, year = {2014}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:LSRHIKC8}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:b, ⛔ No DOI found}, } @incollection{lawrie_recommendation_2015, address = {New York, NY}, title = {Recommendation 7: {Use} {ICT} to provide access to content, professional development and professional learning communities}, booktitle = {Where it's needed most: {Quality} professional development for all teachers}, publisher = {Inter-agency network for education in emergencies}, author = {Lawrie, J. and Hennessy, Sara and Haßler, Björn and Bhandigadi, Phalachandra}, year = {2015}, note = {EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:KQGAREE9 KerkoCite.ItemAlsoKnownAs: 2129771:7UWJBHLT 2129771:KQGAREE9 2129771:WG9RE5NP 2405685:PKLI25VA}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_\_C:filed:1, \_r:ImportedToMyEducationEvidence, docs.opendeved.net, ⛔ No DOI found}, pages = {131--143}, } @article{koomar_reflections_2022, title = {Reflections on {Technology}, {Teaching}, {Learning}, and {Professional} {Development}: {Findings} from a {Teacher} {Survey} in {Tanzania}.}, volume = {10}, shorttitle = {Reflections on {Technology}, {Teaching}, {Learning}, and {Professional} {Development}}, url = {https://eric.ed.gov/?id=EJ1373064}, doi = {10.30918/AERJ.104.22.048}, number = {4}, urldate = {2023-11-08}, journal = {African Educational Research Journal}, author = {Koomar, Saalim and Hennessy, Sara and Zubairi, Asma and Kindoli, Robert and Kreimeia, Adam}, year = {2022}, note = {Publisher: ERIC}, pages = {342--368}, } @article{hennessy_technology_2022, title = {Technology use for teacher education and professional development: {Insights} from a systematic review [preprint]}, shorttitle = {Technology use for teacher education and professional development}, url = {https://eprints.soton.ac.uk/471081/1/D_Angelo_et_al._2022_Technology_Use_for_Teacher_Professional_Developmen.pdf}, urldate = {2023-11-08}, author = {Hennessy, Sara and D'Angelo, Sophia and McIntyre, Nora and Brugha, Meaghan and Zubairi, Asma}, year = {2022}, keywords = {⛔ No DOI found}, } @incollection{hennessy_using_2012, address = {London}, title = {Using digital technology and school-based professional development to leverage interactive classroom teaching in {Zambia}}, shorttitle = {Using digital technology and school-based professional development to leverage interactive classroom teaching in {Zambia}}, booktitle = {Millennium {Goals} {Revisited}: {A} {Common} {Wealth} of {Learning}}, publisher = {Routledge}, author = {Hennessy, Sara and Haßler, Björn and Mwewa, G.}, editor = {MacBeath, J. and Younger, M. and Sugrue, C.}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UQKD4B63 2129771:ZTJE5WPC 261495:HNV94NFU}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence}, } @techreport{hennessy_technology_2023, title = {Technology use in teacher preparation and professional development in low- and middle-income countries}, institution = {Global Education Monitoring Report}, author = {Hennessy, Sara and D'Angelo, Sophia and Koomar, Saalim and Adam, Taskeen and Cao, Lydia and Haßler, Björn}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:GC4PFLTW}, keywords = {Final\_citation, cited, existing}, } @techreport{goldie-scot_sustainable_2018, address = {London}, title = {Sustainable {Development} {Goal} 4 in the {Commonwealth} - {Status} {Update} {Report}}, url = {http://www.20ccem.gov.fj/images/CCEM_TAB/17022018/CCEM(20)SDG4%20RPT.pdf}, urldate = {2020-07-23}, institution = {Commonwealth Secretariat}, author = {Goldie-Scot, Matthew and Hollows, Sophie and Hennessy, Sara and Mathew, Primrose and Delbridge-Smith, Paul and Haßler, Björn}, year = {2018}, doi = {10.5281/zenodo.3958259}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3958259 2129771:3I3WZ9D9}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_C:Antigua and Barbuda ATG, \_C:Australia AUS, \_C:Bahamas BHS, \_C:Bangladesh BGD, \_C:Barbados BRB, \_C:Belize BLZ, \_C:Botswana BWA, \_C:Brunei Darussalam BRN, \_C:Cameroon CMR, \_C:Canada CAN, \_C:Cyprus CYP, \_C:Dominica DMA, \_C:Fiji FJI, \_C:Ghana GHA, \_C:Grenada GRD, \_C:Guinea GIN, \_C:Guyana GUY, \_C:India IND, \_C:Jamaica JAM, \_C:Kenya KEN, \_C:Kiribati KIR, \_C:Lesotho LSO, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Malta MLT, \_C:Mauritius MUS, \_C:Mozambique MOZ, \_C:Namibia NAM, \_C:Nauru NRU, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:Papua New Guinea PNG, \_C:Rwanda RWA, \_C:Saint Kitts and Nevis KNA, \_C:Saint Lucia LCA, \_C:Saint Vincent and the Grenadines VCT, \_C:Samoa WSM, \_C:Seychelles SYC, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:Solomon Islands SLB, \_C:South Africa ZAF, \_C:Sri Lanka LKA, \_C:Tanzania TZA, \_C:Tonga TON, \_C:Trinidad and Tobago TTO, \_C:Tuvalu TUV, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Vanuatu VUT, \_C:Zambia ZMB, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence}, } @techreport{hasler_research_2019, address = {Cambridge and London, UK}, type = {{EdTech} {Hub} {Working} {Paper}}, title = {Research publication strategy and proposed publications}, copyright = {Creative Commons Attribution 4.0 International}, url = {http://docs.edtechhub.org/lib/NM6CPLE9}, number = {4}, institution = {EdTech Hub}, author = {Haßler, Björn and McIntyre, Nora and Hollow, David and Jordan, Katy and Hennessy, Sara and Brugha, Meaghan and Mitchell, Joel}, month = dec, year = {2019}, doi = {10.5281/zenodo.3624977}, note = {EdTechHub.Source: 2405685:2GLWRD86 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3624977 2129771:SNH4JG9L 2339240:94ZP3EK4 2339240:VMNDUZSF 2405685:2GLWRD86}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_\_C:filed:1, \_r:ImportedToMyEducationEvidence, \_yl:n}, } @techreport{pota_turning_2021, title = {Turning to technology: {A} global survey of teachers' responses to the {Covid}-19 pandemic}, shorttitle = {Turning to technology}, language = {en}, institution = {T4 Education \& EdTech Hub}, author = {Pota, Vikas and Hennessy, Sara and Koomar, Saalim and Kreimeia, Adam and Zubairi, Asma and Aerts, Carla and Gault, Claire}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:52V3UA3K 4804264:EGHQI9RE}, keywords = {Final\_citation, cited, existing}, } @techreport{hennessy_technology_2020, address = {London, UK}, type = {{EdTech} {Hub} {Working} {Paper}}, title = {Technology in education in low-income countries: {Problem} analysis and focus of the {Hub}'s work}, copyright = {Creative Commons Attribution 4.0 International}, language = {en}, number = {5}, institution = {EdTech Hub}, author = {Hennessy, Sara and Jordan, Katy and Haßler, Björn and Hollow, David and Brugha, Meaghan and Eberhardt, Molly Jamieson and Sabates, Ricardo}, year = {2020}, doi = {10.5281/zenodo.3352007}, note = {EdTechHub.Source: 2405685:R88UVQZ7 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3352007 2129771:56GZ7UBP 2129771:9VXUZISD 2129771:ADGISTZU 2129771:GYTVIZJV 2129771:MBZLFNDM 2339240:2387P995 2339240:65KP6SVQ 2339240:6FUA4SDV 2339240:85SBE7SC 2339240:8RA9UD7W 2339240:IXIRDBKK 2339240:STPRNPV3 2405685:BBQI3VSA 2405685:CMRISZHV 2405685:F6UAIKKN 2405685:QJTH2UXC 2405685:R88UVQZ7 503888:7EH7BANW 503888:PI9FLM7C}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_\_C:filed:1, \_r:ImportedToMyEducationEvidence}, } @techreport{hasler_systemic_2019, address = {London, UK}, type = {{EdTech} {Hub} {Working} {Paper}}, title = {Systemic {Mixed}-{Methods} {Research} — a conceptual framework for {EdTech} research along the {IDIA} scale}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/RUSE8WYV}, language = {en}, number = {1}, institution = {EdTech Hub}, author = {Haßler, Björn and Hennessy, Sara and Hollow, David and Simpson, Lea and Carter, Alice and {Kalifa Damani} and {Gill Francis} and {Katy Jordan} and {Nora McIntyre} and {Joel Mitchell}}, month = jan, year = {2019}, doi = {10.5281/zenodo.3377828}, note = {EdTechHub.Source: 2405685:6YT2AIMC EdTechHub.Source: 2405685:RUSE8WYV KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3377828 10.5281/zenodo.3377829 2129771:84AIHEAJ 2129771:Q74CFTXR 2129771:SLHSYDRF 2339240:BF96YT5K 2339240:FJZA9NPX 2339240:NLMLQD75 2405685:6YT2AIMC 2405685:RUSE8WYV}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_\_C:filed:1, \_r:ImportedToMyEducationEvidence, \_yl:f}, } @techreport{hennessy_problem_2019, address = {London, UK}, type = {working document}, title = {Problem {Analysis}. {A} {Global} {Public} {Good} produced by the {EdTech} {Hub} (https://{EdTechhub}.org, \#{EdTechHub}).}, copyright = {Creative Commons Attributtion 4.0}, url = {https://doi.org/10.5281/zenodo.3352007}, language = {en}, institution = {EdTech Hub}, author = {Hennessy, Sara and Jordan, Katy and Haßler, Björn and Hollow, David and Brugha, Meaghan and Eberhardt, Molly Jamieson and Sabates, Ricardo}, month = sep, year = {2019}, note = {EdTechHub.Source: 2405685:F6UAIKKN KerkoCite.ItemAlsoKnownAs: 2129771:56GZ7UBP 2129771:9VXUZISD 2129771:ADGISTZU 2129771:GYTVIZJV 2129771:MBZLFNDM 2339240:2387P995 2339240:65KP6SVQ 2339240:6FUA4SDV 2339240:85SBE7SC 2339240:8RA9UD7W 2339240:IXIRDBKK 2339240:STPRNPV3 2405685:BBQI3VSA 2405685:CMRISZHV 2405685:F6UAIKKN 2405685:QJTH2UXC 2405685:R88UVQZ7 503888:7EH7BANW 503888:PI9FLM7C}, keywords = {Author:Haßler, Author:OpenDevEd, \_\_C:filed:1, \_r:ImportedToMyEducationEvidence}, } @article{hennessy_technology_2022, title = {Technology {Use} for {Teacher} {Professional} {Development} in {Low}- and {Middle}-{Income} {Countries}: {A} systematic review}, volume = {3}, copyright = {Creative Commons}, issn = {2666-5573}, shorttitle = {Technology {Use} for {Teacher} {Professional} {Development} in {Low}- and {Middle}-{Income} {Countries}}, url = {https://www.sciencedirect.com/science/article/pii/S2666557322000088}, doi = {10.1016/j.caeo.2022.100080}, abstract = {Pre-service education and in-service teacher professional development (collectively termed teacher professional development or TPD here) can play a pivotal role in raising teaching quality and, therefore, learning outcomes for children and young people in low- and middle-income countries (LMICs). However, TPD opportunities in LMICs are limited, unsustained, and often not informed by recent research evidence, and outcomes are mixed. Educational technologies offer potential to enhance formally provided programmes and informal peer-learning forms of TPD. We present the first systematic review of the literature pertaining to technology-mediated TPD for educators of school-aged learners in LMICs, aiming to characterise appropriate and effective uses of technology along with specific constraints operating in those contexts. An in-depth synthesis of 170 studies was undertaken, considering macro-, meso- and micro-level factors during TPD design and implementation in the 40 LMICs represented. Volume of publications increased dramatically over the review period (2008–2020), indicating that the field is rapidly developing. Results largely showed benefits for teachers, but evidence for sustainability, cost-effectiveness or tangible impacts on classroom practice and student outcomes was thin. Promising, locally-contextualised forms of technology-mediated TPD included virtual coaching, social messaging, blended learning, video-stimulated reflection, and use of subject-specific software/applications. We report on the variable effectiveness of programmes and limited attention to marginalised groups. To maximise effectiveness of technology-enhanced TPD, the role of facilitators or expert peers is paramount – yet often glossed over – and the interpersonal dimension of teacher learning must be maintained. Recommendations are made for researchers, policymakers, teachers and teacher educators.}, language = {en}, urldate = {2023-01-06}, journal = {Computers and Education Open}, author = {Hennessy, Sara and D'Angelo, Sophia and McIntyre, Nora and Koomar, Saalim and Kreimeia, Adam and Cao, Lydia and Brugha, Meaghan and Zubairi, Asma}, year = {2022}, doi = {10.5281/zenodo.4733147}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.caeo.2022.100080 10.5281/zenodo.4733147 2129771:AQSTZII8 2129771:RT5YCTNI 2129771:XLTBLBZA 2339240:5GVQGQC4 2405685:E5J2KHF2 2405685:RKQI4W3A 2405685:T5QVE96Z 2534378:DZ4AXQJ2 4426965:RRTYWK3S}, keywords = {ICT, Teacher professional development, \_EdTechHub\_Output, \_MELA\_knowledge\_product, \_MELA\_seen, \_genre:LR-literature\_review, e-learning, low- and middle-income countries (LMICs), pedagogy, peer learning, teacher training, technology}, pages = {100080}, } @misc{hasler_oer4schools_2014, title = {The {OER4Schools} {Professional} {Learning} {Resource}: {Interactive} teaching with and without {ICT}. {A} practical programme for teachers in sub-{Saharan} {Africa} - {Participants}' {Version}}, copyright = {Creative Commons Attribution ShareAlike 4.0}, url = {https://www.youtube.com/user/OER4Schools/playlists}, author = {Haßler, Björn}, collaborator = {Hennessy, Sara and Duggal, Nitu and Leong, Wei Shin and Blair, Janet and Makonga, Abel and Tembo, Agness and Omondi, Juddie}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:99Q3XYMC 2129771:FULY4AFY}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_\_\_duplicate\_item}, } @techreport{dangelo_technology_2022, type = {Policy {Brief}}, title = {Technology {Use} for {Teacher} {Professional} {Development} in {Low}- and {Middle}-{Income} {Countries}: {Recommendations} for policy from a systematic review}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/7S9CUP77}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {D'Angelo, Sophia and Hennessy, Sara and Kreimeia, Adam and Koomar, Saalim and Cao, Lydia and McIntyre, Nora and Brugha, Meaghan and Zubairi, Asma}, month = jan, year = {2022}, doi = {10.53832/edtechhub.0080}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0080 2129771:XD6NI2CX 2405685:7S9CUP77}, keywords = {\_r:AddedByZotZen}, } @article{hennessy_technology_2022, title = {Technology {Use} for {Teacher} {Professional} {Development} in {Low}- and {Middle}-{Income} {Countries}: {A} systematic review}, url = {https://www.sciencedirect.com/science/article/pii/S2666557322000088}, doi = {10.1016/j.caeo.2022.100080}, journal = {Computers and Education Open}, author = {Hennessy, Sara and D'Angelo, Sophia and McIntyre, Nora and Koomar, Saalim and Kreimeia, Adam and Cao, Lydia and Brugha, Meaghan and Zubairi, Asma}, year = {2022}, doi = {10.5281/zenodo.4733147}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.caeo.2022.100080 10.5281/zenodo.4733147 2339240:5GVQGQC4 2339240:LPFYJHUF 2405685:E5J2KHF2 2405685:KXGE9JIR 2405685:RKQI4W3A 2405685:T5QVE96Z 2534378:5CCARHUH 2534378:DZ4AXQJ2 4804264:4QCM8LRH}, keywords = {Disability, Final\_citation, Read, Referenced, Teacher education and training, What works evidence, \_EdTechHub\_Output, \_MELA\_knowledge\_product, \_MELA\_seen, cited, existing}, } @techreport{koomar_design-based_2022, title = {Design-{Based} {Implementation} {Research} {Baseline} {Data} {Collection}: {Technical} report}, shorttitle = {Design-{Based} {Implementation} {Research} {Baseline} {Data} {Collection}}, language = {en}, institution = {EdTech Hub}, author = {Koomar, Saalim and Adam, Taskeen and Massam, Winston Edward and Anthony, Gervace and Mrope, Winifrida Jacob and Mtenzi, Fredrick and Mwakabungu, Fika and Komba, Aneth and Hennessy, Sara and Barretto, Johnpaul}, month = jun, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZC6JT3M4 4426965:PI77U7J3}, } @techreport{hasler_country_2019, address = {Cambridge and London, UK}, type = {{EdTech} {Hub} research instruments}, title = {Country list with {HDI}, {iHDI}, {MPI} and {Gini} (version 1)}, copyright = {Creative Commons Attribution 4.0 International}, number = {1}, institution = {EdTech Hub}, author = {Haßler, Björn and Adam, Taskeen and Brugha, Meaghan and Damani, Kalifa and Allier-Gagneur, Zoe and Hennessy, Sara and Hollow, David and Jordan, Katy and Martin, Kevin and Murphy, Mary and Walker, Hannah}, month = jan, year = {2019}, doi = {10.5281/zenodo.3346903}, note = {EdTechHub.Source: 2405685:3BG5X7VG KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3346903 2129771:FLGEYF22 2339240:SZ4GSDD6 2405685:3BG5X7VG}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_\_C:filed:1, \_r:ImportedToMyEducationEvidence, \_yl:q}, } @techreport{hasler_keyword_2019, address = {Cambridge and London, UK}, type = {{EdTech} {Hub} research instruments}, title = {Keyword inventory}, copyright = {Creative Commons Attribution 4.0 International}, number = {1}, institution = {EdTech Hub}, author = {Haßler, Björn and Adam, Taskeen and Brugha, Meaghan and Damani, Kalifa and Allier-Gagneur, Zoé and Hennessy, Sara and Hollow, David and Jordan, Katy and Martin, Kevin and Murphy, Mary and Walker, Hannah}, month = jan, year = {2019}, doi = {10.5281/zenodo.3523935}, note = {EdTechHub.Source: 2405685:LSEETV6K KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3523935 2129771:NB3WMPDJ 2339240:B5AIHWDZ 2405685:LSEETV6K}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_C:Abkhazia XABKH, \_C:Afghanistan AFG, \_C:Albania ALB, \_C:Algeria DZA, \_C:Andorra AND, \_C:Angola AGO, \_C:Antigua and Barbuda ATG, \_C:Argentina ARG, \_C:Armenia ARM, \_C:Artsakh XARTH, \_C:Australia AUS, \_C:Austria AUT, \_C:Azerbaijan AZE, \_C:Bahamas BHS, \_C:Bahrain BHR, \_C:Bangladesh BGD, \_C:Barbados BRB, \_C:Belarus BLR, \_C:Belgium BEL, \_C:Belize BLZ, \_C:Benin BEN, \_C:Bhutan BTN, \_C:Bolivia BOL, \_C:Bosnia and Herzegovina BIH, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Brunei Darussalam BRN, \_C:Bulgaria BGR, \_C:Burkina Faso BFA, \_C:Burundi BDI, \_C:Cambodia KHM, \_C:Cameroon CMR, \_C:Canada CAN, \_C:Cape Verde CPV, \_C:Catalan Republic XCATA, \_C:Central African Republic CAF, \_C:Chad TCD, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:Comoros COM, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Congo, Republic COG, \_C:Costa Rica CRI, \_C:Croatia HRV, \_C:Cuba CUB, \_C:Cyprus CYP, \_C:Czech Republic CZE, \_C:Denmark DNK, \_C:Djibouti DJI, \_C:Dominica DMA, \_C:Dominican Republic DOM, \_C:Ecuador ECU, \_C:Egypt EGY, \_C:El Salvador SLV, \_C:Equatorial Guinea GNQ, \_C:Eritrea ERI, \_C:Estonia EST, \_C:Ethiopia ETH, \_C:Federated States of Micronesia FSM, \_C:Fiji FJI, \_C:Finland FIN, \_C:France FRA, \_C:Gabon GAB, \_C:Gambia GMB, \_C:Georgia GEO, \_C:Germany DEU, \_C:Ghana GHA, \_C:Greece GRC, \_C:Grenada GRD, \_C:Guatemala GTM, \_C:Guinea GIN, \_C:Guinea-Bissau GNB, \_C:Guyana GUY, \_C:Haiti HTI, \_C:Holy See VAT, \_C:Honduras HND, \_C:Hungary HUN, \_C:Iceland ISL, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Iraq IRQ, \_C:Ireland IRL, \_C:Israel ISR, \_C:Italy ITA, \_C:Ivory Coast CIV, \_C:Jamaica JAM, \_C:Japan JPN, \_C:Jordan JOR, \_C:Kazakhstan KAZ, \_C:Kenya KEN, \_C:Kiribati KIR, \_C:Korea XKOR, \_C:Korea, Democratic People's Republic PRK, \_C:Korea, Republic KOR, \_C:Kosovo XKSVO, \_C:Kurdistan XKRDN, \_C:Kuwait KWT, \_C:Kyrgyzstan KGZ, \_C:Laos LAO, \_C:Latvia LVA, \_C:Lebanon LBN, \_C:Lesotho LSO, \_C:Liberia LBR, \_C:Libya LBY, \_C:Liechtenstein LIE, \_C:Lithuania LTU, \_C:Luxembourg LUX, \_C:Madagascar MDG, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Maldives MDV, \_C:Mali MLI, \_C:Malta MLT, \_C:Marshall Islands MHL, \_C:Mauritania MRT, \_C:Mauritius MUS, \_C:Mexico MEX, \_C:Monaco MCO, \_C:Mongolia MNG, \_C:Montenegro MNE, \_C:Morocco MAR, \_C:Mozambique MOZ, \_C:Myanmar MMR, \_C:Namibia NAM, \_C:Nauru NRU, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Nicaragua NIC, \_C:Niger NER, \_C:Nigeria NGA, \_C:North Cyprus XNCYP, \_C:North Macedonia MKD, \_C:Norway NOR, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Palau PLW, \_C:Panama PAN, \_C:Papua New Guinea PNG, \_C:Paraguay PRY, \_C:Peru PER, \_C:Philippines PHL, \_C:Poland POL, \_C:Portugal PRT, \_C:Pridnestrovian Moldovan Republic XPRMR, \_C:Puntland XPTLD, \_C:Qatar QAT, \_C:Republic of Moldova MDA, \_C:Romania ROU, \_C:Russian Federation RUS, \_C:Rwanda RWA, \_C:Sahrawi Arab Democratic Republic XSADR, \_C:Saint Kitts and Nevis KNA, \_C:Saint Lucia LCA, \_C:Saint Vincent and the Grenadines VCT, \_C:Samoa WSM, \_C:San Marino SMR, \_C:Saudi Arabia SAU, \_C:Senegal SEN, \_C:Serbia SRB, \_C:Seychelles SYC, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:Slovakia SVK, \_C:Slovenia SVN, \_C:Solomon Islands SLB, \_C:Somalia SOM, \_C:Somaliland XSMLD, \_C:South Africa ZAF, \_C:South Ossetia XOSSA, \_C:South Sudan SSD, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Suriname SUR, \_C:Sweden SWE, \_C:Switzerland CHE, \_C:Syrian Arab Republic SYR, \_C:São Tomé and Príncipe STP, \_C:Tajikistan TJK, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Tibet XTIBT, \_C:Timor-L'este TLS, \_C:Togo TGO, \_C:Tonga TON, \_C:Trinidad and Tobago TTO, \_C:Tunisia TUN, \_C:Turkey TUR, \_C:Turkmenistan TKM, \_C:Tuvalu TUV, \_C:Uganda UGA, \_C:Ukraine UKR, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Uzbekistan UZB, \_C:Vanuatu VUT, \_C:Venezuela VEN, \_C:Viet Nam VNM, \_C:Yemen YEM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence, \_yl:p}, } @techreport{hasler_literature_2019, address = {Cambridge and London, UK}, type = {{EdTech} {Hub} {Working} {Paper}}, title = {Literature reviews of educational technology research in low and middle-income countries: an audit of the field}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Literature reviews of educational technology research in low and middle-income countries}, url = {http://docs.edtechhub.org/lib/NM6CPLE9}, abstract = {One of the overall objectives of the EdTech Hub is to conduct a series of literature reviews on the state of educational technology in primary and secondary school settings within low and middle-income countries (LMICs). Given the variety of approaches which can be considered as ‘educational technology’ and the range of settings which are LMICs, the scale of the task presents an initial challenge. Furthermore, it would be valuable to design the initial literature search in such a way that would subsequently support detailed, systematic reviews on particular themes or topics depending upon trends within the body of literature. In order to learn from existing related studies and inform the practical direction of the literature review, a collection of documents was examined and analysed. The collection included seven methodological documents about conducting systematic reviews, and 15 recent systematic reviews, which addressed topics related to the focus of the Hub (including a range of EdTech-related topics or education for development, for example). In this report we have two objectives : 1. Summarise methodologies for systematic literature reviews in the field of educational technology in LMICs. 2. Provide specific methodological recommendations on conducting a systematic literature review of the state of research on educational technology in LMICs. To investigate systematic literature reviews in the field of interest (Objective 1), insights were drawn from an analysis of the sample of documents. The papers selected for inclusion were chosen either because they were existing literature reviews relevant to our theme of EdTech in LMICs, or because they were analyses of specific literature review methodologies. The papers were mapped onto a framework according to their methodological stance, approaches to data gathering, and data analysis. This paper also discusses the implications of the analysis in relation to the work of the EdTech Hub, and how to translate the findings of the analysis into practical considerations for addressing the Hub’s research questions through a systematic literature review (Objective 2). As such, this report also represents a case study in planning a literature review in this context, which may be a useful resource for others intending to undertake similar reviews in the future.}, number = {2}, institution = {EdTech Hub}, author = {Haßler, Björn and Adam, Taskeen and Brugha, Meaghan and Damani, Kalifa and Allier-Gagneur, Zoe and Hennessy, Sara and Hollow, David and Jordan, Katy and Martin, Kevin and Murphy, Mary and Walker, Hannah}, month = dec, year = {2019}, doi = {10.5281/zenodo.3523942}, note = {EdTechHub.Source: 2405685:NM6CPLE9 EdTechHub.Source: 2405685:SSWKT2MV KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3523942 10.5281/zenodo.3523943 10.5281/zenodo.3594489 2129771:GNNKPU3C 2129771:K852X3EV 2129771:MSLCS6S7 2129771:T7BUZI5N 2129771:USWMWK73 2129771:YNFZYJN7 2339240:5KS58AH6 2339240:NZDE37HY 2405685:NM6CPLE9 2405685:SSWKT2MV}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, LP: English, R:Literature review, systematic review, \_C:China CHN, \_C:France FRA, \_C:Germany DEU, \_C:Jordan JOR, \_C:Portugal PRT, \_C:Russian Federation RUS, \_C:Spain ESP, \_C:United Kingdom GBR, \_EdTechHub\_Output, \_\_C:filed:1, \_\_C:scheme:1, \_cover:v1, \_r:ImportedToMyEducationEvidence, \_yl:g, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode, educational technology, EdTech, low-income countries, literature review, ⛔ No DOI found}, } @techreport{hasler_methodology_2021, type = {Working {Paper}}, title = {Methodology for literature reviews}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/2CKWI7RR}, abstract = {An output of the EdTEch Hub}, language = {eng}, number = {10}, institution = {EdTech Hub}, author = {Haßler, Björn and Adam, Taskeen and Allier-Gagneur, Zoe and Blower, Thomas and Brugha, Meaghan and Damani, Kalifa and Hennessy, Sara and Hollow, David and Jordan, Katy and Martin, Kevin and Megha-Bongnkar, Ghislaine and Murphy, Mary and Walker, Hannah}, month = may, year = {2021}, doi = {10.5281/zenodo.4557508}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4557508 2129771:BKEP82PS 2339240:KF364I3I 2405685:2CKWI7RR}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_r:ImportedToMyEducationEvidence, \_yl:k, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{koomar_tcpd_2023, type = {Policy {Brief}}, title = {{TCPD} in {Tanzania}: {Design}-{Based} {Implementation} {Research} {Cycle} 1 {Recommendations} {Policy} {Brief}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/HUR5C9QN}, abstract = {MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teachers’ Continuous Professional Development (TCPD)) is a landmark teacher professional development programme being implemented by the Government of Tanzania. The current and ongoing research project, The Impact of a Tech-Supported, School-Based TPD Model on Learning Outcomes in Tanzania, using Design-Based Implementation Research (DBIR), closely aligned with the Tanzania National TCPD implementation plan (TIE, 2021), evaluates the initial implementation of MEWAKA at school level. This policy brief presents a summary of the key findings and recommendations from the first cycle of the DBIR carried out between September and December 2022. Keywords: TCPD; teacher professional development; design-based implementation research; primary education; tanzania; communities of learning An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Koomar, Saalim and Massam, Winston and Chachage, Kristeen and Anthony, Gervace and Mrope, Winifrida Jacob and Malibiche, Mustafa and Mutura, Emmanuel and Adam, Taskeen and Hennessy, Sara and Mtenzi, Frederick and Komba, Aneth and Mwakabungu, Fika and Paskali, Jonathan Hegwa and Nkya, Henry}, month = may, year = {2023}, doi = {10.53832/edtechhub.0166}, note = {ZenodoArchiveID: 7948836 ZenodoArchiveConcept: 7948835 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7948836 10.53832/edtechhub.0166 2405685:FICAJDR3 2405685:HUR5C9QN}, keywords = {\_r:AddedByZotZen}, }