Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: A systematic review

• Published in: Computers and education open Vol. 3; p. 100080
• Main Authors: Hennessy, Sara, D'Angelo, Sophia, McIntyre, Nora, Koomar, Saalim, Kreimeia, Adam, Cao, Lydia, Brugha, Meaghan, Zubairi, Asma
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.12.2022; Elsevier
• Subjects: e-learning; ICT; low- and middle-income countries (LMICs); pedagogy; peer learning; Teacher professional development; teacher training; technology; EiE; SSA; HIC; Teacher professional development; peer learning; MIC; LIC; pedagogy; TPD; technology; low- and middle-income countries (LMICs); LMICs; teacher training; VLE; MOOC; e-learning; DBR; ICT; OER
• DOI: 10.1016/j.caeo.2022.100080
• ISSN: 2666-5573

•TPD for technology use is under-researched in LMICs, and results are mixed•Social media, video, e-learning can be leveraged to overcome constraints in LMICs•Technology-mediated TPD can be used to narrow inequalities and enhance agency•Technology can support facilitators/coaches but human relationships are central•Methodological issues abound, such as sustainability, sampling, access to evidence 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.