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). Ho...
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| Format: | Article |
| Language: | English |
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Elsevier
2022-12-01
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| Series: | Computers and Education Open |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2666557322000088 |
| _version_ | 1811185501952016384 |
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| author | Sara Hennessy Sophia D'Angelo Nora McIntyre Saalim Koomar Adam Kreimeia Lydia Cao Meaghan Brugha Asma Zubairi |
| author_facet | Sara Hennessy Sophia D'Angelo Nora McIntyre Saalim Koomar Adam Kreimeia Lydia Cao Meaghan Brugha Asma Zubairi |
| author_sort | Sara Hennessy |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-04-11T13:30:29Z |
| format | Article |
| id | doaj.art-e3fb9b5cfebb401e82059133c839f54b |
| institution | Directory Open Access Journal |
| issn | 2666-5573 |
| language | English |
| last_indexed | 2024-04-11T13:30:29Z |
| publishDate | 2022-12-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Computers and Education Open |
| spelling | doaj.art-e3fb9b5cfebb401e82059133c839f54b2022-12-22T04:21:50ZengElsevierComputers and Education Open2666-55732022-12-013100080Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: A systematic reviewSara Hennessy0Sophia D'Angelo1Nora McIntyre2Saalim Koomar3Adam Kreimeia4Lydia Cao5Meaghan Brugha6Asma Zubairi7EdTech Hub and Faculty of Education, University of Cambridge, 184 Hills Road, Cambridge CB2 8PQ, UK; Corresponding author: Faculty of Education, University of Cambridge, 184 Hills Road, Cambridge CB2 8PQ, UKEdTech Hub and Open Development & Education (ODE), 3 York Terrace, Cambridge, CB1 2PR, UKEdTech Hub and Faculty of Education, University of Cambridge, 184 Hills Road, Cambridge CB2 8PQ, UKEdTech Hub and Jigsaw Consult, Work.Life Hammersmith, Kings House, 174 Hammersmith Road, London W6 7JP, UKOverseas Development Institute (ODI), 203 Blackfriars Rd, London, SE1 8NJ, UKEdTech Hub and Open Development & Education (ODE), 3 York Terrace, Cambridge, CB1 2PR, UKEdTech Hub and Jigsaw Consult, Work.Life Hammersmith, Kings House, 174 Hammersmith Road, London W6 7JP, UKOverseas Development Institute (ODI), 203 Blackfriars Rd, London, SE1 8NJ, UKPre-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.http://www.sciencedirect.com/science/article/pii/S2666557322000088Teacher professional developmentteacher trainingtechnologyICTlow- and middle-income countries (LMICs)e-learning |
| spellingShingle | Sara Hennessy Sophia D'Angelo Nora McIntyre Saalim Koomar Adam Kreimeia Lydia Cao Meaghan Brugha Asma Zubairi Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: A systematic review Computers and Education Open Teacher professional development teacher training technology ICT low- and middle-income countries (LMICs) e-learning |
| title | Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: A systematic review |
| title_full | Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: A systematic review |
| title_fullStr | Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: A systematic review |
| title_full_unstemmed | Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: A systematic review |
| title_short | Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: A systematic review |
| title_sort | technology use for teacher professional development in low and middle income countries a systematic review |
| topic | Teacher professional development teacher training technology ICT low- and middle-income countries (LMICs) e-learning |
| url | http://www.sciencedirect.com/science/article/pii/S2666557322000088 |
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