Research Results (Networked Economies) / Résultats de recherche (Économies en réseaux)

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Now showing 1 - 20 of 327
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    Strengthening school leadership towards improving school resiliency : final technical report
    (Foundation for Information Technology Education and Development, Inc., 2023) Wolfenden, Freda; Walley, Paul; Agbaire, Jennifer; Hartley, Jean
    This exploratory multi-country research adopted a realistic evaluation (RE) framework to explore the use of Improvement Science with groups of school leaders in three contrasting contexts. The multidisciplinary research team collaborated with in-country partners across three continents: Chile – SUMMA (Laboratory of Education Research and Innovation for Latin America and the Caribbean); Kenya – Worldreader; the Philippines – FIT-ED (Foundation for Information Technology Education and Development). Despite the constraints of the COVID-19 pandemic in each setting, school leaders were recruited and improvement communities were established and guided to engage with the IS methodology through carrying out “Plan-Do-Study-Act” (PDSA) cycles on local challenges. Data was gathered on the experiences of the school leaders through their improvement science journeys using a range of qualitative research instruments including records of the PDSA activities.
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    Meta-analysis of online learning, blended learning, the flipped classroom and classroom instruction for pre-service and in-service teachers
    (Elsevier Ltd., 2023-06-14) Schmid, Richard F.; Borokhovski, Eugene; Bernard, Robert M.; Pickup, David I.; Abrami, Phillip C.
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    Improving school leadership in challenging contexts
    (2023) Foundation for Information Technology Education and Development, Inc.
    The website features a brief article and links to several presentation slides, a video, and the final project report.
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    Avanzando juntas : red de trabajo colaborativo - jardines infantiles y salas cuna del SLEP Gabriela Mistral
    (2022-12) Castillo-Canales, Dante; Canales-Tapia, Alejandra; Mancilla, Andrea Lagos
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    Final technical report : digital learning innovations II
    (2023) Metni, Eliane; Kawwas, Dima
    This design-based research is the second phase of the Digital Learning Innovations (DLI) project. It aims to scale up the Coder-Maker professional learning model in Lebanon, with a focus on improving the quality of teaching for underserved, marginalized, and at-risk youth, particularly girls. Coder-Maker is an evidence-based STEAM (Science, Technology, Engineering, Arts and Mathematics) learning program which is designed around a problem-oriented pedagogical approach. Conceived to transform traditional learning, it provides much more than coding and making skills with a transformative framework that enables a holistic approach to learning, and to personal and professional growth.
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    Future of rights and citizenship in the digital age : IT for change's three-year program for research and advocacy
    (2023-04-30) Gurumurthy, Anita
    Today, data is both the basis of global economic production and the means of social governance. This new epoch brings with it new challenges, opportunities, and concerns for the questions of development and equity, and for justice-centered policy-making and regulation. This project aimed to undertake systematic, evidence-based research and advocacy that can inform economic, social, and digital policy directions to respond to the same, and work towards a citizen-oriented framework for data and algorithmic governance.
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    Research project to combat gender-based hate speech against women in Brazil and India : final report
    (2023-05-01) Valente, Mariana Giorgetti; Martins, Fernanda K.; Tavares, Clarice; Vi Lela, Catharina
    This is the final report of the “#Recognize-Resist-Remedy” project, a collaborative research endeavor between InternetLab and IT for Change. The project was initiated in 2019 with the objective of examining the manifestations of hate speech against women in online spaces. Over the course of four years (2019-2023), the project evolved and adapted to an extremely shifting social and political context, leading to the emergence of new inquiries and the adoption of methodologies that went beyond the original plan. This report refers to InternetLab’s part of the project.
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    Learning for influence methodology
    (2022) Metni, Eliane; Wheele, Joanna; International Education Association; Foundation for Information Technology Education and Development
    The Learning for Influence methodology uses narratives and storytelling within a complexity framing to generate and capture experiences that may be missed by other monitoring, evaluation, and learning (MEL) approaches. Learning for Influence can complement other MEL approaches, such as outcome mapping, outcome harvesting, Most Significant Change, and impact stories. The methodology focuses on four dimensions that shape how influencing policy and practice happens: context, organizational approach(es), examples from practice, and stories of impact. It also aims to generate multiple perspectives within an organization and can also be used for collaborative learning across a network of organizations working together. Therefore, the methodology should involve a variety of individuals within organizations working to influence policy and practice.
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    Open course collection TPD at scale and innovation in teacher professional development (English version)
    (The Open University, 2023) Coalición para el Sur Global DPD@Escala (TPD@Scale)
    The goal of TPD@Scale is quality education for all through empowered and effective teachers. TPD@Scale is contributing to the achievement of Sustainable Development Goal 4 through quality, equitable and sustainable large-scale, ICT-mediated TPD. In this collection of courses, users will learn about capacity building and system change, through adaptable models of large-scale TPD that utilise Information and Communications Technologies, (ICT) to achieve educational equity, quality and efficiency.
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    Open course collection TPD at scale and innovation in teacher professional development (Spanish version)
    (The Open University, 2023) Coalición para el Sur Global DPD@Escala (TPD@Scale)
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    Activity theory approach toward teacher professional development at scale (TPD@Scale) : a case study of a teacher learning center in Indonesia
    (Springer, 2020-11-19) Lim, Cher Ping; Juliana; Liang, Min
    Continuous teacher professional development (TPD) ensures that teachers have the capacity to continually plan and implement quality teaching and learning that supports students in achieving their expected program/course learning outcomes. However, teachers’ access to quality TPD is a challenge due to geographical limitations, gender, special needs, marginalized communities, and the government’s policies, or lack of policies, regarding teachers. There are tensions between quality and equity, and cost implications that may hinder the scaling up of quality TPD programs. This paper adopts an activity theory approach to examine how a teacher learning center (TLC) in a regency of Indonesia enhances teachers’ access to quality TPD. The findings reveal that teachers learn in the TLC through different TPD activities. Information and Communication Technologies (ICT) are found to mediate the professional learning activities, learning resources, learning support, and assessments in the TLC. Furthermore, three key stakeholders—the local government, teacher working groups, and school principals—play significant roles in supporting teachers’ professional learning in the TLC.
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    Teacher’s guide for remote learning during school closures and beyond : quick decision-making guide for rapid start up and continuity of learning
    (2022) Education University of Hong Kong; SUMMA; RTI International
    The guide provides a framework for quick decision-making while continuing to provide education during school closures.
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    Moving towards successful teacher professional development in the Global South
    (Foundation for Information Technology Education and Development, Inc. (FIT-ED), 2022) Boateng, Pearl; Wolfenden, Freda
    This briefing note brings together current understanding about the characteristics that have the greatest potential to positively impact teacher behaviors and ultimately learner outcomes. More established, rigorous research from high- or medium-income contexts provides a fruitful starting point for this discussion, such as the principles identified in Darling-Hammond et al. (2017). Such insights will be contextualized to examine the interrelation between the macro, meso, and micro contexts typical to the Global South.
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    Designing teacher professional development @scale for equity in education
    (Foundation for Information Technology Education and Development, Inc. (FIT-ED), 2021-07-07) TPD@Scale Coalition for the Global South
    This policy brief provides an overview of TPD@Scale and its origins. Drawing on experience from PD@Scale programs in the Global South, it introduces three major insights for sustainable, large-scale TPD that aims for professional growth for all teachers and improved learning outcomes for all students.
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    Assessment in large-scale teacher professional development programs
    (Foundation for Information Technology Education and Development, Inc. (FIT-ED), 2022) Wolfenden, Freda; Boateng, Pearl
    This briefing note focuses on issues pertaining to assessment within large-scale teacher professional development (TPD) programs. Conventionally, there are two main purposes for assessment — for certification and for supporting learning (Newton, 2007). In professional learning programs, we might add a third purpose: to promote career-long professional learning through the development of skills associated with an identity as a self-evaluating and self-regulating professional (Boud, 2000).
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    Cost-effectiveness : considerations for scaling teacher professional development
    (Foundation for Information Technology Education and Development, Inc. (FIT-ED), 2022) Ndaruhutse, Susy
    This briefing note provides an overview of some of the approaches, questions to consider when establishing the cost-effectiveness of teacher professional development (TPD) programs, and challenges in measuring cost-effectiveness. Four broad challenges are outlined which include (i) the lack of data and research on cost, educational impact, and cost-effectiveness; (ii) the lack of clarity on real costs of TPD and economies of scale; (iii) political will; and (iv) the wider enabling (or disabling) environment. The briefing note focuses on the efficiency triangle (i.e., optimization of inputs to achieve desired outputs; cost-effectiveness) in the TPD@Scale Framework, while ensuring that efficiency is balanced with ensuring quality and equity.
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    TPD at scale compendium
    (Foundation for Information Technology Education and Development, Inc. (FIT-ED), 2023) Wolfenden, Freda; Boateng, Pearl
    This Compendium is a knowledge product resulting from the activities of the TPD@Scale Coalition for the Global South. It offers examples of large-scale or potentially scalable information and communications technology (ICT)-mediated teacher professional development (TPD) programs across low- and middle-income countries. The Compendium describes the key features of each TPD program, their contexts, the needs they seek to meet, how ICT is deployed, and whether and how they strive for equity in making available meaningful professional learning experiences for all teachers.
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    Designing teacher professional development with ICTs to support system-wide improvement in teaching
    (Foundation for Information Technology Education and Development, Inc. (FIT-ED), 2023) Wolfenden, Freda
    This working paper from the TPD@Scale Coalition for the Global South argues that harnessing the power of information and communications technologies (ICTs) is essential to address the challenge of providing equitable, quality TPD for all teachers. Drawing on scholarship and initiatives in diverse contexts, it proposes the TPD@Scale Framework to guide the design and implementation of high-quality, equitable, and efficient professional development at scale for teachers. The TPD@Scale Framework is specifically concerned with meeting the professional learning needs of large numbers of teachers with diverse characteristics and skills, many of whom have limited access to resources and poor social conditions of work.