Technology-enhanced teacher development in rural Bangladesh: a critical realist evaluation of the context

Md Golam Jamil

    Research output: Contribution to journalArticle

    Abstract

    This study arose in response to the complexity of implementing technology-enhanced learning for teacher development in a developing country. Bangladesh is a country with growing technological capacity including mobile phone network coverage, yet it faces vast challenges of utilising these facilities in the education sector. As educational change and technological innovation do not happen in a vacuum, the researcher used a critical realist approach to understand the layers of the rural Bangladesh context where technology-enhanced learning will take place. Findings have been drawn from survey data (n = 207) and a series of six focus group sessions with the same six stakeholders, informing future technology-enhanced teacher development programmes. The implications of the study are to suggest principles for pedagogical change and a methodological approach which attends to context.
    Original languageEnglish
    Pages (from-to)1-9
    Number of pages9
    JournalEvaluation and Program Planning
    Volume69
    DOIs
    Publication statusPublished - 1 Aug 2018

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    Social Planning
    Bangladesh
    Technology
    teacher
    learning
    evaluation
    Learning
    Inventions
    Cell Phones
    technical innovation
    Vacuum
    Focus Groups
    Developing Countries
    stakeholder
    innovation
    coverage
    developing world
    Research Personnel
    developing country
    education

    Cite this

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    Technology-enhanced teacher development in rural Bangladesh: a critical realist evaluation of the context. / Jamil, Md Golam.

    In: Evaluation and Program Planning, Vol. 69, 01.08.2018, p. 1-9.

    Research output: Contribution to journalArticle

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