April 2022
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717 Reads
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Publications (5)
April 2022
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74 Reads
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2 Citations
February 2022
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968 Reads
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148 Citations
Computers and Education Open
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.
June 2021
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2,531 Reads
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1 Citation
March 2021
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1,651 Reads
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15 Citations
This review examines the literature base of EdTech related research that has been conducted in Pakistan.
Citations (4)
... Particularly in response to the COVID-19 epidemic, Pakistan has witnessed a substantial surge in the usage of digital learning platforms and tools. Accessible and adaptable learning alternatives are made possible through learning management systems (LMS) and online educational materials (Zubairi et al., 2022). Thus, many organizations and educational institutions in Pakistan have embraced LMS systems, including Google Classroom, Microsoft Teams, and Edmodo. ...
- Citing Technical Report
- Full-text available
April 2022
... To ensure the reliable and smooth functioning of VR and AR systems, robust support systems are essential. This includes not only the initial setup but also ongoing technical support and professional development to equip educators with the necessary skills and confidence to integrate these technologies into their teaching and assessment practices effectively Beardsley et al., 2021;Hennessy et al., 2022). Although the literature contains limited information regarding the advantages and disadvantages of using AR and VR in educational assessment processes (e.g., Alizadehsalehi et al., 2021;Renati et al., 2022), there is a lack of comprehensive literature for teachers on the practical implementation of these assessment tools within educational settings. ...
- Citing Article
- Full-text available
February 2022
Computers and Education Open
... Moreover, those who had already been enrolled in school suffered a significant learning loss due to the long school closures . Therefore, the government also prioritised EdTech to provide blended learning (⇡Zubairi et al., 2021). In this context, mobile phones could play an important role to supplement the EdTech ecosystem. ...
- Citing Technical Report
- Full-text available
June 2021
... The Pakistani diaspora demonstrates immense potential across multiple sectors, as exemplified by individuals like Dr. Umar Saif, a renowned Pakistani computer scientist and entrepreneur based in the United States. Dr. Saif 's notable contributions to technology and innovation in Pakistan, particularly during his tenure as chairman of the Punjab Information Technology Board (PITB), underscore the diaspora's capacity to drive technological progress and economic growth in their homeland (Zubairi et al., 2021). In contrast to India, Pakistan currently lacks comprehensive platforms or events dedicated to fostering dialogue, collaboration, and networking between the government and diaspora communities. ...
- Citing Technical Report
- Full-text available
March 2021