Abstract
Design-based research (DBR) has promise for investigating educational technology in low- and middle-income contexts. However, DBR is implemented infrequently in such settings, highlighting a need for guidance on implementation. This chapter critically reflects on innovative DBR involving Kenyan teachers and research partners over two years. This focused on the iterative evaluation of a ‘digital personalised learning’ tool to improve its integration into classroom practice. This DBR promoted teacher-researcher engagement by adopting a dialogue-informed ‘intermediate theory building’ framework, bridging the theory-practice gap. Additionally, it enhanced inclusivity by broadening the concept of partnership through an ‘integrated’ approach. Lessons learned and practical implications are highlighted. Outcomes establish a novel foundation for applying DBR to enhance educational technology for marginalised learners.
Authors and contributors
Brugha, Meaghan (Author)
Cao, Lydia (Author)
D’Angelo, Sophia (Author)
Hennessy, Sara (Author)
Koomar, Saalim (Author)
Kreimeia, Adam (Author)
McIntyre, Nora (Author)
Zubairi, Asma (Author)
Citation
D’Angelo, S., Hennessy, S., Kreimeia, A., Koomar, S., Cao, L., McIntyre, N., Brugha, M., & Zubairi, A. (2022). Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: Recommendations for policy from a systematic review. EdTech Hub. https://doi.org/10.53832/edtechhub.0080. Available at https://docs.edtechhub.org/lib/7S9CUP77
Link to this record
https://docs.edtechhub.org/lib/7S9CUP77
Key themes
- Design-based research
- Low- and middle-income countries
- Teacher continuous professional development
Type
- Policy Brief
