TY - RPRT TI - Consolidated Feedback on Tanzania Higher Education University Strategic Investment Plans AU - Adam, Taskeen AU - Koomar, Saalim AU - Haßler, Björn AB - This EdTech Hub Helpdesk Response provides feedback on 15 Tanzania University Strategic Implementation Plans (USIPs) submitted to the Word Bank’s Higher Education for Economic Transformation Project (HEET). The feedback is intended to enhance and strengthen the plans provided by universities such that the US$300 million is allocated and spent most effectively. DA - 2020/08/03/ PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 09 UR - https://docs.edtechhub.org/lib/7AFXFRPC KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Country-level research review: Sierra Leone AU - Kallon Kelly, Christiana AU - Koomar, Saalim AU - Kreimeia, Adam AU - McBurnie, Chris AU - Mitchell, Joel AU - Myers, Christina DA - 2020/// PY - 2020 PB - EdTech Hub UR - https://docs.edtechhub.org/lib/HNVAP5QB KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Country-level research review: Sierra Leone AU - Kallon Kelly, Christiana AU - Koomar, Saalim AU - Kreimeia, Adam AU - McBurnie, Chris AU - Mitchell, Joel AU - Myers, Christina DA - 2020///unpublished PY - 2020 KW - _C:Sierra Leone SLE KW - dode_eth-src-eth ER - TY - RPRT TI - Design-Based Implementation Research Baseline Data Collection: Technical report AU - Koomar, Saalim AU - Adam, Taskeen AU - Massam, Winston Edward AU - Anthony, Gervace AU - Mrope, Winifrida Jacob AU - Mtenzi, Fredrick AU - Mwakabungu, Fika AU - Komba, Aneth AU - Hennessy, Sara AU - Barretto, Johnpaul DA - 2022/06/27/ PY - 2022 LA - en PB - EdTech Hub ST - Design-Based Implementation Research Baseline Data Collection ER - TY - RPRT TI - Effective teacher education in low-connectivity settings: a curated resource list AU - Koomar, Saalim AU - Allier-Gagneur, Zoé AU - McBurnie, Chris CY - Cambridge, UK DA - 2020/06/30/ PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response SN - 21 KW - Author:OpenDevEd KW - __C:filed:1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - docs.opendeved.net KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Mother Language Day 2021 AU - Haßler, Björn AU - Castillejo, Alice AU - Marzotto, Mia AU - El-Serafy, Yomna AU - Khalayleh, Abdullah AU - Koomar, Saalim AU - Langa, Ancha AU - Nyilinkindi, Jacques AU - Saadeddin, Zeina AU - Tegha, Ghislaine AU - Villavicencio Peralta, Xuzel Ana AB - To celebrate International Mother Language Day 2021, Björn spoke with Alice Castillejo and Mia Marzotto at Translators without Borders. We talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages. Research around the world shows that educational outcomes are worse for students studying in a second language. The use of an unfamiliar language is linked to high dropout rates and low academic achievement. We also know that 40% of children worldwide are not educated in a language they speak at home. We need to put aside our assumptions about what languages people speak and understand. For example, Portuguese is only one of many languages spoken in Mozambique. To really understand the richness of different languages, we need to collect, share, and visualise the real picture. Having done that, we can then apply this information. Do children who speak a particular language drop out early? We can then develop multilingual educational tools for learners and teachers based on improved data about relevant languages. We can also track educational outcomes by primary language, to ensure no learner is left behind. We can use language data to take action on three levels: children, teachers, and systems. With children, we can identify which language groups didn’t register for school, dropped out early, or consistently underperform. We can then adjust our communication and programming to meet their needs, leaving no one behind. We can also take action to support teachers. With language data, we can also take action on a system level. If over 40% of children are educated in a language they don’t speak at home, we need to know how this affects their education. Much as we did for gender, if we don’t gather the data on inequality, we cannot begin to address it. Collective gathering and sharing of language data can allow us to understand how to increase learning outcomes for speakers of marginalised languages and provide the support they need and deserve. DA - 2021/02/21/ PY - 2021 LA - en M3 - Blog post UR - https://docs.edtechhub.org/lib/ZQCX7TX3 KW - Author:OpenDevEd KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:not_indexed KW - _MELA_seen KW - _cover:other:ok KW - _r:AddedByZotZen KW - _r:CopiedFromEvLib KW - _zenodo:submitted KW - _zenodoODE KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - BLOG TI - Mother Language Day 2021: Improving data on mother-tongue languages for better learning outcomes AU - Haßler, Björn AU - Castillejo, Alice AU - Marzotto, Mia AU - El-Serafy, Yomna AU - Khalayleh, Abdullah AU - Koomar, Saalim AU - Langa, Ancha AU - Nyilinkindi, Jacques AU - Saadeddin, Zeina AU - Tegha, Ghislaine AU - Villavicencio Peralta, Xuzel Ana T2 - EdTech Hub AB - To celebrate International Mother Language Day 2021, EdTech Hub’s Björn Haßler spoke with Alice Castillejo and Mia Marzotto of Translators without Borders. They talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages. This blog post captures their conversation. “How do we know that speakers of marginalised languages are left behind?” Alice: Research… DA - 2021/02/20/T18:48:31+00:00 PY - 2021 LA - en-US M3 - Blog post ST - Mother Language Day 2021 UR - https://edtechhub.org/2021/02/20/mother-language-day-2021-improving-data-on-mother-tongue-languages-for-better-learning-outcomes/ Y2 - 2021/04/21/16:18:34 KW - Author:OpenDevEd KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - BLOG TI - Nine takeaways from our reviews of COVID-19 education responses AU - Chuang, Rachel AU - Moss Coflan, Caitlin AU - Kaye, Thomas AU - Koomar, Saalim AU - McBurnie, Chris DA - 2020/// PY - 2020 UR - https://edtechhub.org/2020/08/31/nine-takeaways-from-helpdesk-reviews-of-covid-19-education-responses/ ER - TY - RPRT TI - Open Educational Resources in Africa: A Curated Resource List AU - Koomar, Saalim AU - Jull, Stephen CY - London, UK DA - 2020/06/03/ PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response SN - 20 UR - https://docs.edtechhub.org/lib/10.5281/zenodo.3906041 KW - C: Ghana KW - H: Open resources KW - LP: English KW - __C:filed:1 ER - TY - RPRT TI - Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children AU - Baloch, Imdad AU - Kaye, Tom AU - Koomar, Saalim AU - McBurnie, Chris DA - 2020/06/17/ PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 17 ST - Pakistan Topic Brief UR - https://docs.edtechhub.org/lib/8IJT433J KW - Author:OpenDevEd KW - F: Helpdesk response KW - L:Out-of-school populations KW - LP: English KW - _C:Bangladesh BGD KW - _C:China CHN KW - _C:India IND KW - _C:Kenya KEN KW - _C:Liberia LBR KW - _C:Malaysia MYS KW - _C:Maldives MDV KW - _C:Mexico MEX KW - _C:Mongolia MNG KW - _C:Nepal NPL KW - _C:Pakistan PAK KW - _C:Rwanda RWA KW - _C:Sierra Leone SLE KW - _C:Sri Lanka LKA KW - _C:Tanzania TZA KW - _EdTechHub_Output KW - _GS:indexed KW - __C:filed:1 KW - __C:scheme:1 KW - _cover:v1 KW - _r:CopiedFromEvLib KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - JOUR TI - Reflections on Technology, Teaching, Learning, and Professional Development: Findings from a Teacher Survey in Tanzania. AU - Koomar, Saalim AU - Hennessy, Sara AU - Zubairi, Asma AU - Kindoli, Robert AU - Kreimeia, Adam T2 - African Educational Research Journal DA - 2022/// PY - 2022 DO - 10.30918/AERJ.104.22.048 DP - Google Scholar VL - 10 IS - 4 SP - 342 EP - 368 ST - Reflections on Technology, Teaching, Learning, and Professional Development UR - https://eric.ed.gov/?id=EJ1373064 Y2 - 2023/11/08/16:15:04 ER - TY - RPRT TI - TCPD in Tanzania: Design-Based Implementation Research Cycle 1 Recommendations Policy Brief AU - Koomar, Saalim AU - Massam, Winston AU - Chachage, Kristeen AU - Anthony, Gervace AU - Mrope, Winifrida Jacob AU - Malibiche, Mustafa AU - Mutura, Emmanuel AU - Adam, Taskeen AU - Hennessy, Sara AU - Mtenzi, Frederick AU - Komba, Aneth AU - Mwakabungu, Fika AU - Paskali, Jonathan Hegwa AU - Nkya, Henry AB - 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 CN - 0166 DA - 2023/05/19/ PY - 2023 LA - en M3 - Policy Brief PB - EdTech Hub UR - https://docs.edtechhub.org/lib/HUR5C9QN KW - _r:AddedByZotZen ER - TY - JOUR TI - Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: A systematic review AU - Hennessy, Sara AU - D'Angelo, Sophia AU - McIntyre, Nora AU - Koomar, Saalim AU - Kreimeia, Adam AU - Cao, Lydia AU - Brugha, Meaghan AU - Zubairi, Asma T2 - Computers and Education Open DA - 2022/// PY - 2022 DO - 10.1016/j.caeo.2022.100080 UR - https://www.sciencedirect.com/science/article/pii/S2666557322000088 KW - Disability KW - Final_citation KW - Read KW - Referenced KW - Teacher education and training KW - What works evidence KW - _EdTechHub_Output KW - _MELA_knowledge_product KW - _MELA_seen KW - cited KW - existing ER - TY - JOUR TI - Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: A systematic review AU - Hennessy, Sara AU - D'Angelo, Sophia AU - McIntyre, Nora AU - Koomar, Saalim AU - Kreimeia, Adam AU - Cao, Lydia AU - Brugha, Meaghan AU - Zubairi, Asma T2 - Computers and Education Open AB - 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. DA - 2022/// PY - 2022 DO - 10.1016/j.caeo.2022.100080 DP - ScienceDirect VL - 3 SP - 100080 J2 - Computers and Education Open LA - en SN - 2666-5573 ST - Technology Use for Teacher Professional Development in Low- and Middle-Income Countries UR - https://www.sciencedirect.com/science/article/pii/S2666557322000088 Y2 - 2023/01/06/07:28:27 KW - ICT KW - Teacher professional development KW - _EdTechHub_Output KW - _MELA_knowledge_product KW - _MELA_seen KW - _genre:LR-literature_review KW - e-learning KW - low- and middle-income countries (LMICs) KW - pedagogy KW - peer learning KW - teacher training KW - technology ER - TY - RPRT TI - Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: Recommendations for policy from a systematic review AU - D'Angelo, Sophia AU - Hennessy, Sara AU - Kreimeia, Adam AU - Koomar, Saalim AU - Cao, Lydia AU - McIntyre, Nora AU - Brugha, Meaghan AU - Zubairi, Asma AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/01/18/ PY - 2022 LA - en M3 - Policy Brief PB - EdTech Hub UR - https://docs.edtechhub.org/lib/7S9CUP77 KW - _r:AddedByZotZen ER - TY - RPRT TI - Technology use in teacher preparation and professional development in low- and middle-income countries AU - Hennessy, Sara AU - D'Angelo, Sophia AU - Koomar, Saalim AU - Adam, Taskeen AU - Cao, Lydia AU - Haßler, Björn DA - 2023/// PY - 2023 PB - Global Education Monitoring Report KW - Final_citation KW - cited KW - existing 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 - RPRT TI - Turning to technology: A global survey of teachers' responses to the Covid-19 pandemic AU - Pota, Vikas AU - Hennessy, Sara AU - Koomar, Saalim AU - Kreimeia, Adam AU - Zubairi, Asma AU - Aerts, Carla AU - Gault, Claire DA - 2021/// PY - 2021 LA - en PB - T4 Education & EdTech Hub ST - Turning to technology KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - Using EdTech in Settings of Fragility, Conflict and Violence: A Curated Resource List AU - Koomar, Saalim AU - Moss Coflan, Caitlin AU - Kaye, Tom CY - Cambridge, UK DA - 2020/06/03/ PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Request PB - EdTech Hub ST - Using EdTech in Settings of Fragility, Conflict and Violence KW - C:Yemen KW - F: Helpdesk response KW - LP: English KW - W:Fragile and conflict affected contexts KW - _C:Afghanistan AFG KW - _C:Algeria DZA KW - _C:Bangladesh BGD KW - _C:Burkina Faso BFA KW - _C:Chad TCD KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Egypt EGY KW - _C:France FRA KW - _C:Iraq IRQ KW - _C:Jordan JOR KW - _C:Kuwait KWT KW - _C:Lebanon LBN KW - _C:Liberia LBR KW - _C:Netherlands NLD KW - _C:Nigeria NGA KW - _C:Sierra Leone SLE KW - _C:South Sudan SSD KW - _C:Sudan SDN KW - _C:Syrian Arab Republic SYR KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:Yemen YEM KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - _cover:v1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - docs.opendeved.net KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Using EdTech to Support Effective Data Monitoring: A Curated Resource List. AU - Koomar, Saalim AU - Blest, Harriet DA - 2020/// PY - 2020 DP - Google Scholar PB - EdTech Hub ST - Using EdTech to Support Effective Data Monitoring UR - https://docs.edtechhub.org/lib/FS4CMYUB Y2 - 2024/03/05/12:04:15 KW - Final_citation ER -