Technology, Teacher Professional Development and Low- and Middle-Income Countries: Technical report on systematic mapping review

Hennessey, Sara; D'Angelo, Sophia; McIntyre, Nora; Koomar, Saalim; Kreimeia, Adam; Cao, Lydia; Brugha, Meaghan; Zubairi, Asa

doi:10.53832/edtechhub.0047

Cited by 4 publications

(2 citation statements)

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“…Teacher professional development (TPD) is an issue that is considered essential and strategic as an effort by various countries to improve the quality of their education, especially to http://doi.org/10.31800/jtp.kw.v11n1.p21--46 create high-quality teaching and learning for every citizen (OECD, 2019;UNESCO, 2016UNESCO, , 2020. Effective teacher professional development is believed to have the potential to boost teaching quality, achievement of learning objectives, improvement of student learning processes and outcomes, progress and effectiveness of schools and education reform (Hennessey et al, 2021;OECD, 2019;Thacker, 2017;UNESCO, 2016) relevance, and support for the TPD scheme in formal communities still needs to be higher. For example, this occurred in the KKG/MGMP/MKKS forums (Inovasi, 2019;republika.com, 2018;solopos.com, 2019).…”

Section: Introductionmentioning

confidence: 99%

Teacher Professional Learning in the Perspective of Educational Technology

Krismanto

2023

Kwangsan. J. Tek. Pend.

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Teachers' increasingly massive and diverse use of gadgets allows their facility to be directed at teacher learning activities to improve their competence and professionalism. This research explores the professional learning of technology-based teachers from the perspective of learning technology. Apart from the fact that publication on this topic is still limited, this study is also essential as a foundation, framework, or conceptual framework for technology-based teacher professional development research. To achieve the objectives of this research, a qualitative approach through the method of literature study or library research is a research method that is considered relevant. Literature data is collected through books, literature, notes, and relevant previous research reports. The research procedure is reading, taking notes, or recording, then inventorying and processing it into research data. The research results concluded that teacher professional development shifted into professional learning. The process is conditioned and built actively, self-regulated, sustainable, and based on social and contextual processes according to the teacher's problems and needs. The learning technology perspective views that professional teacher learning not only focuses on the results of learning activities but also on processes and resources that are created, managed, and utilized optimally to facilitate various teacher learning activities through different modes or technological devices. Technology provides an opportunity to make teachers' professional learning more inclusive and sustainable. This opens up broad opportunities for future studies on technology-based teacher professional learning in the area or domain of educational technology or instructional technology.Abstrak.Penggunaan gadget yang semakin masif dan beragam oleh guru memungkinkan fasilitasnya diarahkan untuk kegiatan pembelajaran guru dalam meningkatkan kompetensi dan profesionalismenya. Penelitian ini bertujuan mengeksplorasi pembelajaran profesional guru berbasis teknologi dari perspektif teknologi pembelajaran. Selain karena publikasi tentang topik ini masih terbatas, penelitian ini juga penting sebagai landasan, kerangka, atau kerangka konseptual untuk penelitian pengembangan keprofesian guru berbasis teknologi. Untuk mencapai tujuan penelitian ini, pendekatan kualitatif melalui metode studi literatur atau studi kepustakaan merupakan metode penelitian yang dianggap relevan. Data pustaka dikumpulkan melalui buku, literatur, catatan, dan laporan penelitian sebelumnya yang relevan. Prosedur penelitiannya adalah membaca, mencatat, atau mencatat, kemudian menginventarisasi dan mengolahnya menjadi data penelitian. Hasil penelitian menyimpulkan bahwa pengembangan keprofesian guru bergeser menjadi pembelajaran profesional. Proses tersebut dikondisikan dan dibangun secara aktif, mandiri, berkesinambungan, dan berdasarkan proses sosial dan kontekstual sesuai dengan permasalahan dan kebutuhan guru. Perspektif teknologi pembelajaran memandang bahwa pembelajaran guru profesional tidak hanya terfokus pada hasil kegiatan pembelajaran tetapi juga pada proses dan sumber daya yang diciptakan, dikelola, dan dimanfaatkan secara optimal untuk memfasilitasi berbagai kegiatan belajar guru melalui berbagai moda atau perangkat teknologi. Teknologi memberikan kesempatan untuk menjadikan pembelajaran profesional guru lebih inklusif dan berkelanjutan. Ini membuka peluang luas untuk studi masa depan tentang pembelajaran profesional guru berbasis teknologi pada bidang atau domain teknologi pendidikan atau teknologi instruksional.

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Section: Introductionmentioning

confidence: 99%

Teacher Professional Learning in the Perspective of Educational Technology

Krismanto

2023

Kwangsan. J. Tek. Pend.

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“…Another important implication for policy in terms of organizing education systems in this way is the training that teachers would need in order to execute these changes, as opposed to continuing with a 'business as usual' approach. Specifically, given that this incorporates the use of technology by both students and teachers, as proposed by Hennessey et al (2021) this would mean: using technology to train teachers, including the assessment of their students; and teachers being able to support students in the use of technology for their learning.…”

Section: Introductionmentioning

confidence: 99%

Investigating the impact on learning outcomes through the use of EdTech during COVID-19: Evidence from an RCT in the Punjab province of Pakistan

2022

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The objective of the current study is to test the impact of low-tech solutions during COVID-19 school closures on maths, Urdu, and English scores for students in the underdeveloped district of Bahawalnagar, which is situated in the southern part of Punjab in Pakistan. The target population for this study is Grade 8 students attending private schools. Simple random sampling technique is adopted for the selection of participants in the study. We have tested the impact of three interventions, namely: Teaching at the right level (TaRL), Fortnightly assessments (FAS), and Digital teacher training sessions (DTS). Our findings show a significant and positive ‘Intention to Treat’ (ITT) impact on Urdu and English scores of the students in the TaRL treatment group. The students increased their English and Urdu scores by 0.56 SD. However, we found no significant impact of the intervention on maths scores in the TaRL treatment group. Fortnightly assessments and digital teacher training sessions were also found to contribute to higher English scores of the students. However, we found no ITT impact on the maths and Urdu scores for these treatment groups. The Local Average Treatment Effect (LATE) analysis revealed positive and significant improvement in Urdu and English scores of the students in the TaRL treatment group. Key stakeholders whom we interviewed suggested that redesigning the curriculum and incorporating TaRL within this approach could facilitate enhancement in learning outcomes in students in deprived areas. Our findings are important to help inform policymakers on the importance of designing and implementing cost-effective, low-tech solutions to help reduce learning gaps.

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