Abstract
This brief presents key messages for policymakers, TPD designers and researchers from our systematic review of 170 research studies on technology-mediated teacher professional development spanning 40 LMICs. It summarises the key outcomes from an in-depth synthesis considering effective uses of technology along with constraints operating and offers 20 recommendations for policymakers, school leaders, TCPD designers, and teachers. These aim to inform decisions related to professional development and EdTech provision in and beyond Tanzania.
Authors and contributors
Brugha, Meaghan (Author)
Cao, Lydia (Author)
D’Angelo, Sophia (Author)
Hennessy, Sara (Author)
Koomar, Saalim (Author)
Kreimeia, Adam (Author)
McIntyre, Nora (Author)
Zubairi, Asma (Author)
Citation
D’Angelo, S., Hennessy, S., Kreimeia, A., Koomar, S., Cao, L., McIntyre, N., Brugha, M., & Zubairi, A. (2022). Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: Recommendations for policy from a systematic review. EdTech Hub. https://doi.org/10.53832/edtechhub.0080. Available at https://docs.edtechhub.org/lib/7S9CUP77
Link to this record
https://docs.edtechhub.org/lib/7S9CUP77
Key themes
- Design-based research
- Low- and middle-income countries
- Teacher continuous professional development
Type
- Policy Brief
