EduSSA/reports

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CCE literature review

  • The CCE literature review on uses of ICT in primary and secondary schools and teacher education institutions in African Commonwealth countries, with a particular focus on East Africa, in order to inform our research and professional development work, is available here [1]. The review is available in:

Publications

  • Two papers covering Phases 2 and 3 are forthcoming (please email us at sch30@cam.ac.uk for updates):
    • Hennessy, S., Haßler, B., & Hofmann, R. (under review). Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year.
    • Haßler, B., Hennessy, S., & Hofmann, R., with Makonga, A. (in preparation). Sustainability and scalability of pedagogic innovation in sub-Saharan Africa: The case of the OER4Schools professional development programme.
  • Published work includes:
    • Hennessy, S., Haßler, B. & Hofmann, R. (2015, in press). Challenges and opportunities for teacher professional development in interactive use of technology in African schools. In J. Tondeur & J. Voogt (eds.), Technology, Pedagogy and Education: Special Issue on "Capacity Building for 21st Century Learning in Africa: A Focus on ICT Integration in Education."
    • B.Haßler, S. Hennessy, A. Cross, with E. Chileshe and B. Machiko (2014). School-based professional development in a developing context: Lessons learnt from a case study in Zambia. Professional Development in Education. doi:. http://dx.doi.org/10.1080/19415257.2014.938355.
    • Lawrie, J., Hennessy. S. & Haßler, B. (2014) Technology and teacher professional development. (Chapter 7). In Burns, M. & Lawrie, J. (Eds.), Teacher professional development in fragile contexts: A guide for policymakers and practitioners. New York, NY: Interagency Network for Education in Emergencies.
    • Hennessy, S., Haßler, B., & Mwewa, G. (2012). Using digital technology and school-based professional development to leverage interactive classroom teaching in Zambia. In J. MacBeath & M. Younger (Eds.), Millennium Goals Revisited: A Common Wealth of Learning. London: Routledge. Available online.
    • Haßler, Hennessy and Lubasi (2011), Changing Classroom Practice using a School-Based Professional Development Approach to Introducing Digital Resources in Zambia, Itupale Online Journal of African Studies, Volume 111. Available at: http://www.cambridgetoafrica.org/resources/Itupale_Volume_3_2011.htm#hassler_et_al
    • Hennessy, S., Onguko, B., Ang’ondi, E. K., Harrison, D., Namalefe, S., Naseem, A., & Wamakote, L. (2010). Developing use of ICT to enhance teaching and learning in East African schools: a review of the literature (No. 1). Cambridge, UK and Dar es Salaam, TZ: Faculty of Education, University of Cambridge and Aga Khan University Institute for Educational Development - Eastern Africa.
    • Hennessy, S., Harrison, D. & Wamakote, L. (2010). Teacher factors influencing classroom use of ICT in sub-Saharan Africa. Itupale Online Journal of African Studies, 2 (“Education in Africa: Developments for the 21st Century”), 39-54. Available at: http://www.cambridgetoafrica.org/Itupale_Volume_2_2010.htm

UNESCO Education for All, Global Monitoring Reports

ANTSIT

The DfID ANTSIT project [2] report is available here:

HEART Educational Technology Topic Guide

This topic Guide, produced by The Health & Education Advice & Resource Team (HEART), and funded by Department for International Development (DFID), is available here: oro.open.ac.uk/41070/1/2014.pdf