Abstract
The second of a trilogy of Theories of Change (TOCs) that focuses on teachers as key agents of change in the development of an increasingly technology-enhanced education system in Bangladesh. The TOC was created following a period of desk research and in-country stakeholder workshops. It offers a theory for how teachers’ professional learning experiences will enable them to support learners in ways that take advantage of available technology. The TOC is a useful tool to support the design, implementation, and evaluation of all programmes and initiatives that are designed for teachers, and aim to improve educational outcomes for learners in Classes 1-12.
Read the other papers in the series:
- Paper 1 – A Theory of Change for a Technology-Enhanced Education System in Bangladesh
- Paper 3 – A Theory of Change for Parents and Caregivers Towards a Technology-Enhanced Education System in Bangladesh
Authors and contributors
- Ahmed, Shakil (Author)
- Clark-Wilson, Alison (Author)
- Kaye, Tom (Author)
- Zubairi, Asma (Author)
Citation
Clark-Wilson, A., Ahmed, S., Kaye, T., & Zubairi, A. (2022). A Theory of Change for Teachers Towards a Technology-Enhanced Education System in Bangladesh (No. 44). EdTech Hub. https://doi.org/10.53832/edtechhub.0088. Available at https://docs.edtechhub.org/lib/29Z2JFJT
Link to this record
https://docs.edtechhub.org/lib/29Z2JFJT
Key themes
- Theory of Change
- Technology-enhanced learning
- Teachers’ professional development
Type
- Theory of Change
