Introduction
The aim of 3MPower was to address the global evidence gap on the use of EdTech for teacher professional development (TPD), specifically in relation to the needs and experiences of marginalised rural teachers and the potential impacts on teaching and learning. This study focused on foundational numeracy skills, and by doing so helped fill knowledge gaps in the sector.
This is critical as many mathematics teachers in marginalised communities have limited access to effective professional development, and there is little robust evidence on how mobile learning can improve teacher practice and student numeracy outcomes at scale.
About this Collection
Eight policy briefs have been completed as part of this work. These pieces have been developed with specific recommendations for National Directors, Education Officers, eLearning Providers, and Local Education Officers, among other policy-engaged stakeholders. Broadly, these emphasise the importance of expanding access to quality TCPD, and providing greater support for teachers. We invite you to explore these resources and valuable insights.
Policy brief – Realising the potential of online teacher development courses to improve student learning
This policy brief examines the challenges and opportunities of using mobile learning (mLearning) for teacher professional development (TPD) to improve…
Policy brief – Realising the potential of online teacher development courses to improve student learning: lessons for local education officers
The Government of Bangladesh is making substantial investment in blended learning for teachers. Teachers undertake face-to-face trainings in Continuous Professional…
Policy brief – Maximising the impact of online teacher development courses to improve teaching and learning: lessons for national directors and education officers
The Government of Bangladesh is making substantial investment in blended learning for teachers. Teachers undertake face-to-face trainings in Continuous Professional…
Policy brief for eLearning providers – Realising the potential of online teacher development courses to improve student learning
The Government of Bangladesh and Aspire to Innovate (a2i) are making substantial investments in blended learning for teacher professional development…
Policy brief – Blended learning for teacher development: Evidence of impact
This policy brief looks at Anonde Ghonit Shikhi (AGS), a large-scale teacher professional development (TPD) programme in Bangladesh aimed at…
Policy brief – Towards a pedagogic framework for Teacher Professional Development through blended learning
The Government of Bangladesh is expanding access to teacher professional development (TPD) through Muktopaath, its national e-learning platform. This policy…
Policy brief – How can headteachers help teachers put continuous professional development into practice in their schools?
The Government of Bangladesh is investing in blended teacher training through Muktopaath, the national e-learning platform. This brief shares findings…
Policy brief – Designing blended learning programmes which impact teaching quality and learning outcomes
The Government of Bangladesh offers Anonde Ghonit Shikhi (AGS), a nationwide teacher training course to support early-grade math teaching. AGS…
Empowering participation in evidence cafés
Funded by the EdTech Hub, our collaborative OU-Dhaka University project, 3MPower (Mobile Learning for Empowerment of Marginalised Mathematics Educators) is…
