Technology use for teacher professional development in low-and middle-income countries: a systematic review
Technology use for teacher professional development in low-and middle-income countries: a systematic review
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.
e-learning, ICT, low- and middle-income countries (LMICs), pedagogy, peer learning, Teacher professional development, teacher training, technology
Hennessy, Sara
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D'Angelo, Sophia
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McIntyre, Nora
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Koomar, Saalim
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Kreimeia, Adam
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Cao, Lydia
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Brugha, Meaghan
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Zubairi, Asma
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17 February 2022
Hennessy, Sara
197bab24-5b43-40d5-816a-40483d3dcd04
D'Angelo, Sophia
8eb9c162-ddbd-49dd-9d6d-0575b1812d75
McIntyre, Nora
c9a9ecfb-10a7-4f59-b1f5-652f9db2f28f
Koomar, Saalim
c06f2190-3b5c-4023-b542-25f24afa0f66
Kreimeia, Adam
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Cao, Lydia
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Brugha, Meaghan
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Zubairi, Asma
c13c1006-44d5-41e4-acfa-c98482caea62
Hennessy, Sara, D'Angelo, Sophia, McIntyre, Nora, Koomar, Saalim, Kreimeia, Adam, Cao, Lydia, Brugha, Meaghan and Zubairi, Asma
(2022)
Technology use for teacher professional development in low-and middle-income countries: a systematic review.
Computers and Education Open, 3 (12), [100080].
(doi:10.1016/j.caeo.2022.100080).
Abstract
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.
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Accepted/In Press date: 15 February 2022
Published date: 17 February 2022
Keywords:
e-learning, ICT, low- and middle-income countries (LMICs), pedagogy, peer learning, Teacher professional development, teacher training, technology
Identifiers
Local EPrints ID: 456874
URI: http://eprints.soton.ac.uk/id/eprint/456874
ISSN: 2666-5573
PURE UUID: b4774802-0603-4c79-91ea-0928cfae6708
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Date deposited: 13 May 2022 16:41
Last modified: 26 Nov 2024 03:03
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Contributors
Author:
Sara Hennessy
Author:
Sophia D'Angelo
Author:
Saalim Koomar
Author:
Adam Kreimeia
Author:
Lydia Cao
Author:
Meaghan Brugha
Author:
Asma Zubairi
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