References
- Abu-Ghaida, D and Silva, K. 2021, March. Educating the forcibly displaced: Key challenges and opportunities. Reference Paper for the 70th Anniversary of the 1951 Refugee Convention.
- Banati, P, Jones, N and Youssef, S. 2020. ‘Intersecting vulnerabilities: The impacts of COVID-19 on the psycho-emotional lives of young people in low-and middle-income countries’. The European Journal of Development Research, 32(5): 1613. DOI: 10.1057/s41287-020-00325-5
- Bouchey, B, Castek, J and Thygeson, J. 2021.
‘Multimodal learning’ . In: Ryoo, J and Winkelmann, K (eds.) Innovative learning environments in STEM higher education: Opportunities, challenges, and looking forward. Springer. pp. 35–54. DOI: 10.1007/978-3-030-58948-6_3 - Buckland, P. 2005. Reshaping the future: Education and postconflict reconstruction. World Bank Publications. DOI: 10.1596/0-8213-5959-2
- Carlos, V. 17 October 2022. ‘The shortage of teachers is a global crisis: How can we curb it?’ GPE Transforming Education [online]. Available at
https://www.globalpartnership.org/blog/shortage-teachers-global-crisis-how-can-we-curb-it - Chuag, R. 17 November 2021. ‘Cost-effectiveness and EdTech’. EdTech Hub [online]. Available at
https://edtechhub.org/2021/11/17/cost-effectiveness-and-edtech/ - Crawford, N, Cosgrave, J, Haysom, S and Walicki, N. 2015. Protracted displacement: Uncertain paths to self-reliance in exile. London: Humanitarian Policy Group, Overseas Development Institute. DOI: 10.13140/RG.2.1.2154.3769
- David, R, Pellini, A, Jordan, K and Philips, T. 2020. ‘Education during the COVID-19 crisis: Opportunities and constraints of using EdTech in low-income countries’. Zenodo. DOI: 10.5281/zenodo.3750976
- Diarra, G. 2023. Access, enrollment and retention: The case of secondary female refugee education in Kakuma Refugee Camp and Kalobeyei Settlement in Northwestern Kenya. Unpublished thesis (PhD), Carleton University.
- Dryden-Peterson, S. 2017. ‘Refugee education: Education for an unknowable future’. Curriculum Inquiry, 47(1): 14–24. DOI: 10.1080/03626784.2016.1255935
- Gichuhi, L. 2023. ‘Teaching in conflict-affected settings during the COVID-19 pandemic in Kenya’. Education and Conflict Review, 4: 89–96.
- Gichuhi, L, Kalai, J, Mutegi, R, Okoth, U and Njagi, L. 2020. ‘Use of social media platforms and content delivery in higher education’. Journal of Higher Education Policy and Leadership Studies, 1(2): 25–39. DOI: 10.29252/johepal.1.2.25
- Haleem, A, Javaid, M, Qadri, MA and Suman, R. 2022. ‘Understanding the role of digital technologies in education: A review’. Sustainable Operations and Computers, 3: 275–285. DOI: 10.1016/j.susoc.2022.05.004
- Hollow, D and Jefferies, K. 2022. How EdTech can be used to help address the global learning crisis: A challenge to the sector for an evidence-driven future. EdTech Hub. DOI: 10.53832/edtechhub.0115
- Javaid, M, Haleem, A, Vaishya, R, Bahl, S, Suman, R and Vaish, A. 2020. ‘Industry 4.0 technologies and their applications in fighting the COVID-19 pandemic’. Diabetes & Metabolic Syndrome: Clinical Research & Reviews, 14(4): 419–422. DOI: 10.1016/j.dsx.2020.04.032
- Mashhadi, M, Mohammadi Parsa, A and Sharifian, P. 2020. ‘Comparison of effect of two methods of face-to-face training and educational video on anxiety and physiological parameters in candidate patients for colonoscopy: A quasi-experimental study’. Journal of Health and Care, 22(3): 267–276. DOI: 10.52547/jhc.22.3.267
- Mendenhall, M, Skinner, M, Collas, S and French, S. 2018. ‘Expanding teacher support through mobile mentoring in Kakuma Refugee Camp: Benefits and Challenges’. Current Issues in Comparative Education, 20(2): 9–23. DOI: 10.52214/cice.v20i.11549
- Motteram, G, Dawson, S and Al-Masri, N. 2020. ‘WhatsApp supported language teacher development: A case study in the Zataari refugee camp’. Education and Information Technologies, 25(6): 5731–5751. DOI: 10.1007/s10639-020-10233-0
- Muchunguh, D. 11 April 2023. ‘TSC lists the shortage of teachers as among its biggest challenges in the report’. Nation. Available at
https://nation.africa/kenya/news/education/tsc-lists-shortage-of-teachers-as-among-its-biggest-challenges-in-report-4194714 - Munoz-Najar, A, Gilberto, A, Hasan, A, Cobo, C, Azevedo, JP and Akmal, M. 2021. Remote learning during COVID-19: Lessons from today, principles for tomorrow. World Bank. DOI: 10.1596/36665
- Muthima, P and Njoroge, R. 2020. ‘Student-refugees experiences in the use of technology to access education in Kenya’. International Researchers, 9(2).
- Mzungu, Z and Njue, M. 2021. The role of Kenet in achieving teaching and learning continuity during the covid-19 pandemic in Kenya. Kenya Education Network. Available at
https://africarxiv.ubuntunet.net/server/api/core/bitstreams/339e42ad-53db-4c0d-ad2f-b8dc455e1365/content - Nedungadi, P, Mulki, K and Raman, R. 2018. ‘Improving educational outcomes & reducing absenteeism at remote villages with mobile technology and WhatsAPP: Findings from rural India’. Education and Information Technologies, 23: 113–127. DOI: 10.1007/s10639-017-9588-z
- Nesamoney, SN, Darmstadt, GL and Wise, PH. 2021. ‘Addressing the impacts of COVID-19 on gender equality and global health security in regions of violent conflict’. Journal of Global Health, 11. DOI: 10.7189/jogh.11.03074
- Nicolai, S, Wilson, S and Jefferies, K. 2021. EdTech and Covid-19: 10 things to know. EdTech Hub. Available at:
https://edtechhub.org/covid-19-resources/edtech-and-covid-19-10-things-to-know/ - Njogu, V. 2017. Encampment policies, protracted refugee situations and national security concerns: The challenges of refugee protection in Kenya. Unpublished thesis (PhD), Central European University.
- Njue, M. 2020. Factors influencing implementation of secondary education project for refugees: A case of Kakuma Refugee camp in Kenya. Unpublished thesis (PhD), University of Nairobi.
- Ramorola, MZ. 2013. ‘Challenge of effective technology integration into teaching and learning’. Africa Education Review, 10(4): 654–670. DOI: 10.1080/18146627.2013.853559
- Sedgewick, A, Souppaya, M and Scarfone, K. 2015. ‘Guide to application whitelisting’. NIST Special Publication, 800(167). DOI: 10.6028/NIST.SP.800-167
- Setiawati, T and Prakarsa, E. 2021. ‘The effectiveness of Google Classroom as asynchronous learning media in civics learning’. The Journal of Society and Media, 5(1): 119–128. DOI: 10.26740/jsm.v5n1.p119-128
- Shah, SS. 2022. ‘Teaching and learning with technology: Effectiveness of ICT integration in schools’. Indonesian Journal of Educational Research and Technology, 2(2): 133–140. DOI: 10.17509/ijert.v2i2.43554
- Sork, T and Boskic, N. 2017.
‘Technology, terrorism, and teacher education: Lessons from the delivery of higher education to Somali refugee teachers in Dadaab, Kenya’ . In INTED2017 Proceedings (pp. 64–68). IATED. DOI: 10.21125/inted.2017.0121 - Tauson, M and Stannard, L. 2018. EdTech for learning in emergencies and displaced settings. Save the Children UK. Available at
https://resourcecentre.savethechildren.net/pdf/edtech-learning.pdf/ - Teachers Service Commission Kenya (TSC). 2023. Teacher registration. Available at
https://www.tsc.go.ke/index.php/services/teacher-registration/registration - Traxler, J. 2017. ‘Mobile learning: The philosophical challenges, problems and implications of defining and theorising.’ Progressio, 39(1): 17–33. DOI: 10.25159/0256-8853/1785
- Traxler, J. 2018. ‘Learning with mobiles: The global south’. Research in Comparative and International Education, 13(1): 152–175. DOI: 10.1177/1745499918761509
- UNESCO. 2021. Supporting learning recovery one year into COVID-19: The global coalition in action, 2021. Available at
https://unesdoc.unesco.org/ark:/48223/pf0000376061 - UNESCO-UIS, UNICEF, The World Bank and OECD. 2022. From learning recovery to education transformation, insights and reflections from the 4th Survey of National Education Responses to COVID-19 school closures. Montreal, New York, Washington, DC: UNESCO-UIS, UNICEF, The World Bank and OECD.
- UNHCR. 2019. Refugee Education 2030 – A Strategy for Refugee Inclusion. Available at
https://www.unhcr.org/uk/media/education-2030-strategy-refugee-education - United Nations. 2022. Gateways to public digital learning: A multi-partner initiative to create and strengthen inclusive digital learning platforms and content. United Nations Transforming Education Summit. Spotlight session. Available at
https://www.un.org/sites/un2.un.org/files/2022/09/gateways_to_public_digital_learning_long.pdf - United Nations. 2023. Addressing the teacher shortage – A global imperative. Available at
https://www.un.org/en/un-chronicle/addressing-teacher-shortagepercentE2percent80percent94-global-imperative#:~:text=Accordingpercent20topercent20estimatespercent20producedpercent20by,trendspercent20seepercent20thispercent20deficitpercent20increasing - United Nations Children’s Fund and International Telecommunication Union. 2020. How many children and young people have internet access at home? Estimating digital connectivity during the COVID-19 pandemic United Nations Children’s Fund. New York, NY: UNICEF. Available at
https://www.unicef.org/media/88381/file/How-many-children-and-young-people-have-internet-access-at-home-2020.pdf - University of Nairobi. 2018. Internal Workshop Proceedings. Unpublished report.
- West, H, Hinz, K, Séguin, T, Amenya, D, Bengtsson, S and Cameron, L. 2022. Teacher management in refugee settings: Kenya. Reading, UK: Education Development Trust.
- West, M. 2023. An ed-tech tragedy? Educational technologies and school closures in the time of COVID-19. UNESCO.
- Wong, R. 2023. ‘When no one can go to school: Does online learning meet students’ basic learning needs?’ Interactive Learning Environments, 31(1): 434–450. DOI: 10.1080/10494820.2020.1789672
- Zakaria, M, Ahmad, JH, Bahari, R, Hasan, SJ and Zolkaflil, S. 2021. ‘Benefits and challenges of adopting Google Classroom in Malaysian university: Educators’ perspectives’. Ilkogretim Online-Elementary Education Online, 20(1): 1296–1304. DOI: 10.17051/ilkonline.2021.01.123