TY - RPRT TI - Literature Review in Science Education and the Role of ICT: Promise, Problems and Future Directions AU - Osborne, J. AU - Hennessy, S. CY - Bristol DA - 2003/// PY - 2003 PB - Nesta FutureLab SN - 6 ST - Literature Review in Science Education and the Role of ICT: Promise, Problems and Future Directions UR - http://www.nestafuturelab.org/research/reviews/se01.htm Y2 - 0025/01/06/00:00:00 ER - TY - RPRT TI - Learning from international experiences with interactive whiteboards: The role of professional development in integrating the technology AU - Hennessy, S. AU - London, L. CY - Paris DA - 2013/// PY - 2013 M3 - OECD Education Working Papers PB - OECD Publishing SN - 89 UR - http://tinyurl.com/OECDIWBS KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - BLOG TI - A new approach and open resources for school-based teacher professional development in sub-Saharan Africa AU - Hennessy, S. AU - Haßler, Björn DA - 2013/// PY - 2013 UR - http://www.ineesite.org/en/discuss/tpd-in-crisis-series-week-9-open-educational-resources-in-sub-saharan-afri KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - The OER4Schools professional development programme: Outcomes of a sustained trial in sub-Saharan Africa AU - Haßler, Björn AU - Hennessy, S. AU - Hofmann, R T2 - Frontiers in Education AB - Sustaining educational initiatives beyond short-term pilot projects is highly challenging in low-income countries. We describe the outcomes and implications of our iterative Design-Based Implementation Research conducted in Zambia. This focused on a unique, school-based, peer-facilitated professional learning programme for primary teachers: OER4Schools integrates interactive pedagogy, open digital educational resources and mobile learning. Teacher interviews carried out 18 months after a year-long intervention showed that the programme became self-sustaining; earlier participants reported further development of their interactive teaching strategies and awareness of pupil progress; recent joiners developed similarly. Roles of teachers and pupils changed and a new classroom culture emerged. The study identifies the key mechanisms involved in sustainability, including culturally sensitive and participatory development and implementation, semi-structured multimedia materials, and supportive organisational structures for sustained professional learning. Our findings are hence framed by sociocultural influences as well as the wider policy context. DA - 2020/// PY - 2020 DO - 10.3389/feduc.2020.00146 DP - Frontiers VL - 5 IS - 146 J2 - Frontiers in Education LA - English SN - 2504-284X ST - OER4Schools 2010-2014 UR - https://www.frontiersin.org/articles/10.3389/feduc.2020.00146/full?&utm_source=Email_to_authors_&utm_medium=Email&utm_content=T1_11.5e1_author&utm_campaign=Email_publication&field=&journalName=Frontiers_in_Education&id=564178 KW - Active Learning KW - Africa KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - C:Zambia KW - Culturally responsive pedagogy (CRP) KW - Design-based implementation research KW - Developing Nations KW - Educational Technology KW - Elementary Secondary Education KW - Faculty Development KW - Foreign Countries KW - Handheld Devices KW - Inservice Teacher Education KW - Interactive Pedagogy KW - Learner-centred pedagogy KW - Low Income Groups KW - Motivation KW - Open Educational Resources KW - Peer Teaching KW - Resource Allocation KW - Rural Schools KW - STC-TLC KW - Scaffolding (Teaching Technique) KW - Scheduling KW - School leadership KW - Shared Resources and Services KW - Sustainable Development KW - Sustainable Development Goal (SDG) 4 KW - Sustainable Development Goal 4 KW - Teacher Profesisonal Development KW - Teacher Professional Development KW - Technology Uses in Education KW - Telecommunications KW - Zambia KW - __C:filed:1 KW - ___working_potential_duplicate KW - _bjoern_cv KW - _r:ImportedToMyEducationEvidence KW - _yl:b KW - peer-facilitation KW - school improvement KW - school-based active learning KW - sub-Saharan Africa ER - TY - JOUR TI - Changing classroom practice using a school-based professional development approach to introducing digital resources in Zambia AU - Haßler, Björn AU - Hennessy, S. AU - Lubasi, B. T2 - Itupale Online Journal of African Studies DA - 2011/// PY - 2011 VL - 3 SP - 17 EP - 31 J2 - ITUPALE ST - Changing classroom practice using a school-based professional development approach to introducing digital resources in Zambia UR - http://www.cambridgetoafrica.org/resources/Hassler__et_al__2011.pdf KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:b KW - ⛔ No DOI found ER - TY - JOUR TI - School-based professional development in a developing context: Lessons learnt from a case study in Zambia AU - Haßler, Björn AU - Hennessy, S. AU - Cross,, A. T2 - Professional Development in Education AB - This paper reports on the development and outcomes of the second phase of OER4Schools, a school-based professional development programme supporting interactive forms of subject teaching in conjunction with Open Educational Resources (OER) and technology in Zambian primary schools. We worked with partners to identify the needs of school-based continuing professional development adapted to the local context; the programme was based on participatory, collaborative and inquiry-based pedagogies for both classroom learning and teacher development. We worked over a one-year period with four experienced teachers in two basic (primary) schools serving disadvantaged communities. Data were collected from observations, interviews, surveys, lesson planning/review meetings and team workshops. All participants integrated OER and technology into mathematics and science lessons and developed more interactive practices, including collaborative learning. Professional dialogue, quality conversations, reflective practice, cultural sensitivity, peer learning and cooperation were pivotal mechanisms through which teachers shifted their focus from teaching (and teacher exposition) to student learning. Seeing students as capable individuals, teachers raised their expectations and developed insight into interactive practices such as group work, providing meaningful opportunities for student collaboration and active learning by all. DA - 2014/// PY - 2014 DO - 10.1080/19415257.2014.938355 DP - Taylor and Francis+NEJM VL - 41 IS - 5 SP - 1 EP - 20 J2 - PDIE SN - 1941-5257 ST - School-based professional development in a developing context: Lessons learnt from a case study in Zambia UR - http://dx.doi.org/10.1080/19415257.2014.938355 KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - _C:Iran IRN KW - _C:Italy ITA KW - _C:Malawi MWI KW - _C:Namibia NAM KW - _C:Nigeria NGA KW - _C:South Africa ZAF KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - _bjoern_cv KW - _r:ImportedToMyEducationEvidence KW - _yl:a ER - TY - RPRT TI - Developing use of ICT to enhance teaching and learning in East African schools: a review of the literature AU - Hennessy, S. AU - Onguko, B. AU - Ang'ondi, E.K. AU - Harrison, D. AU - Namalefe, S. AU - Naseem, A. AU - Wamakote, L. CY - Cambridge, UK and Dar es Salaam, TZ DA - 2010/// PY - 2010 SP - 121 PB - Faculty of Education, University of Cambridge and Aga Khan University Institute for Educational Development - Eastern Africa. SN - 1 ST - Developing use of ICT to enhance teaching and learning in East African schools: a review of the literature UR - http://www.educ.cam.ac.uk/centres/archive/cce/publications/CCE_Report1_LitRevJune0210.pdf AN - 4316 ER - TY - BOOK TI - Perspectives on Technology, Resources and Learning - Productive Classroom Practices, Effective Teacher Professional Development AU - Haßler, Björn AU - Major, L AU - Warwick, P AU - Watson, Steve AU - Hennessy, S AU - Nichol, B DA - 2016/// PY - 2016 DP - Zotero LA - en PB - Faculty of Education, University of Cambridge ST - ARM White Paper 2 UR - http://bjohas.de/Publications/Perspectives KW - AWP2 KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - CitedIn:BIBBTVET KW - CitedIn:OER4Schools-HHH3-B KW - CitedIn:OER4Schools-HHH3-B-AUTHORS KW - CitedIn:eCubed KW - DIAL-RDO KW - Done:ReferenceFixed KW - IMPORT_FROM_DFID_RITE KW - InPrep KW - TPD@Scale-cited KW - _bjoern_cv KW - _r:ImportedToMyEducationEvidence KW - eCubed KW - ⛔ No DOI found ER - TY - RPRT TI - An investigation of appropriate new technologies to support interactive teaching in Zambian schools (ANTSIT). A joint report from Aptivate and the Centre for Commonwealth Education (University of Cambridge). Final Report to DfID. AU - Haßler, Björn AU - Hennessy, S. AU - Lord, T. AU - Cross, A. AU - Jackson, A. AU - Simpson, M. CY - Cambridge DA - 2011/// PY - 2011 PB - Aptivate and University of Cambridge ST - An investigation of appropriate new technologies to support interactive teaching in Zambian schools (ANTSIT) UR - http://www.educ.cam.ac.uk/centres/archive/cce/initiatives/projects/antsit/DfIDANTSITReport_FINAL_2Mb-2.pdf KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - __C:filed:1 KW - _r:ImportedToMyEducationEvidence KW - _yl:a KW - ⛔ No DOI found ER - TY - BOOK TI - A short guide on the use of technology in learning: Perspectives and Toolkit for Discussion AU - Haßler, Björn AU - Major, L AU - Warwick, P AU - Watson, Steve AU - Hennessy, S AU - Nichol, B DA - 2016/// PY - 2016 PB - Faculty of Education, University of Cambridge ST - ARM White Paper - Short UR - http://bjohas.de/Publications/Perspectives KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - Monday KW - TL:English KW - TL:Translated KW - TranslationGoingAhead KW - Zenodo KW - _r:ImportedToMyEducationEvidence ER - TY - CHAP TI - Use ICT to provide access to content, professional development and professional learning communities (Chapter 7) AU - Lawrie, James AU - Hennessy, S. AU - Haßler, Björn AU - Bhandigadi, Phalachandra T2 - Where It’s Needed Most: Quality Professional Development for All Teachers. A2 - Burns, M A2 - Lawrie, James CY - New York, NY DA - 2015/// PY - 2015 PB - Interagency Network for Education in Emergencies UR - http://www.ineesite.org/en/blog/new-publication-where-its-needed-most-quality-professional-development-for KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - CONF TI - Professional learning with ICT in the southern African context: The UNISA-Cambridge collaboration on Advanced Diplomas in Education. AU - Hennessy, S. AU - Dreyer, J. AU - Paulsen, R. AU - Haßler, Björn AU - Loubser, C. AU - Beardon, T. AU - Mays, T. T2 - 5th Higher Education & ICT Forum: 21st Century Learning and Collaborative Teaching AB - It is clear from the recent 2013 conference of the Distance Education Teachers’ Association hosted at the University of Nairobi that an increasing number of the developing countries of Africa are exploiting the potential of distance and school-based learning for the development of more and better teachers in pursuit of agendas informed by the EFA mandate and the MDGs. This requires access in turn to more and better resources that can help new teachers to conceptualise their emerging practice and also help existing teachers to think about how they might need to adapt their current practices to develop the knowledge and skills necessary for success in an increasingly information rich global knowledge society made possible through increasingly accessible and aff ordable ICT. This presentation off ers insights into how both distance teacher education and schooling itself can be revolutionised through exploiting powerful new technologies and harnessing the potential of OER. We report on the progress of a collaboration between UNISA and the Centre for Commonwealth Education (University of Cambridge, UK), on the new Advanced Diplomas in Education (ADEs). The ADE is a new qualifi cation in the South African national qualifi cations framework that was introduced as part of a comprehensive national review of minimum requirements for teacher education [3]; these place increased emphasis on the teacher’s role as a knowledge worker encompassing disciplinary, pedagogic, fundamental and contextual learning. The ADE is targeted at qualifi ed teachers who wish to deepen their understanding of the teaching of particular subjects in particular phases. Drawing on the resources, networks and expertise of UNISA, AIMSSEC and the OER4Schools project, we seek to develop new ADE qualifi cations for mathematics and science. Specifi c examples include modules on Shape and Space, the Earth and Beyond, and Biodiversity. The ADEs: • provide students with a deeper understanding of pedagogical subject knowledge for eff ective and inclusive teaching in diverse contexts, • concretely apply pedagogical theories and action research within their teaching, • demonstrate competence in subject teaching through problem solving, • develop the ability to teach subjects drawing on a coherent, deep conceptual understanding, of both subjects and subject pedagogy, • broaden teaching and learning horizons by using appropriate technology/ICT eff ectively, and • increase understanding of the role of the various subjects (such as science, mathematics, technology) in society C1 - Johannesburg, South Africa C3 - Prezi DA - 2014/03// PY - 2014 UR - http://tinyurl.com/2014ICTsummit Y2 - 2014/06/09/12:19:51 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - Technology use in teacher preparation and professional development in low- and middle-income countries: 2023 GEM Report – Evidence review AU - Hennessy, S. AU - D'Angelo, Sophia AU - Koomar, Saalim AU - Kreimeia, Adam AU - Adam, Taskeen AU - Cao, Lydia AU - Haßler, Björn AB - An output of the EdTech Hub, https://edtechhub.org CN - 0104 DA - 2022/08/03/ PY - 2022 LA - en M3 - Evidence review PB - EdTech Hub UR - https://docs.edtechhub.org/lib/8SKNCIXH KW - _r:AddedByZotZen ER - TY - JOUR TI - The Teacher Scheme for Educational Dialogue Analysis (T-SEDA): Developing a research-based observation tool for supporting teacher inquiry into pupils' participation in classroom dialogue AU - Vrikki, M. AU - Kershner, R. AU - Calcagni, E. AU - Hennessy, S. AU - Lee, L. AU - Hernández, F. AU - Estrada, N. AU - Ahmed, F. T2 - International Journal of Research and Methods in Education AB - In this paper we examine two systematic observation methods intended to be used by pre-service and in-service teachers to help increase their awareness of children's participation in productive classroom dialogue. We identify the affordances of these methods for supporting teachers' reflective practice, focusing in this case on students' equitable participation in science groupwork activities. This involves the use of Teacher-SEDA (T-SEDA), a sub-scheme of SEDA (Cam-UNAM Scheme for Educational Dialogue Analysis), which was empirically trialled by a mixed group of researchers and teachers, using video-recordings from primary science classrooms in the UK and Mexico. The T-SEDA trials reported in this paper compare a 'simulated live' approach based on time-sampling techniques, with a 'follow-up analysis' approach, which uses audio-recordings and transcripts. The findings suggest that using either technique regularly can aid teachers in noticing classroom events and adjusting teaching accordingly. The 'live' coding approach appears to be the more practical method that teachers could use to audit the development of classroom equitable participation. However, the follow-up analysis emerged as a more informative approach, shedding light on more ambiguous cases of relative participation. DA - 2018/// PY - 2018 DO - 10.1080/1743727X.2018.1467890 VL - 42 IS - 2 SP - 185 EP - 203 LA - en SN - 1743727X ST - The teacher scheme for educational dialogue analysis (T-SEDA) UR - https://www.tandfonline.com/doi/abs/10.1080/1743727X.2018.1467890 AN - 2187132329 DB - Education Database KW - Analytic tool KW - CitedIn:eCubed KW - Classroom observation KW - Done:ReferenceFixed KW - Education KW - Teachers KW - classroom observation KW - eCubed KW - educational dialogue KW - equitable participation KW - reflective practice KW - teacher inquiry ER - TY - ELEC TI - The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa. AU - Hennessy, S. AU - Haßler, Björn DA - 2012///2015 PY - 2012 UR - www.oer4schools.org KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa - Facilitators' Version AU - Hennessy, S. AU - Haßler, Björn DA - 2014/// PY - 2014 UR - www.oer4schools.org KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - _DOILIVE KW - _zenodo:submitted ER - TY - RPRT TI - The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa - Participants' Version AU - Hennessy, S. AU - Haßler, Björn DA - 2014/// PY - 2014 PB - The Centre for Commonwealth Education UR - www.oer4schools.org KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - _DOILIVE KW - ___duplicate_item KW - _zenodo:submitted KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - RPRT TI - The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa - Additional Materials AU - Hennessy, S. AU - Haßler, Björn DA - 2014/// PY - 2014 UR - www.oer4schools.org KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - _DOILIVE KW - _zenodo:submitted ER -