Whether schools are reopening or continue to be closed with some form of virtual instruction, it is clear that school systems are facing tremendous changes. For this new reality, aside from family and student well-being and student academic growth, we also need need to place emphasis and consideration on our teachers. This includes their well-being, their support, and their training.
School-Related Gender Based Violence (SRGBV) is an epidemic around the world. Over 246 million children and adolescents worldwide have experienced physical or psychological violence (including bullying, corporal punishment, and sexual violence) when traveling to and from school, on the school grounds, or in the classroom (Plan International).
With schools closed now for students in most parts of the world, instruction is being shifted to virtual teaching and learning. For those with greater access to digital resources, this instruction can include the use of digital devices—such as computers, tablets, and smart phones—to connect with students either synchronously or asynchronously using video-enhanced content.
This post is the second in a series we're calling Hacking Tangerine. As we discussed in our first post, Tangerine's flexibility permits a wide variety of clever applications—some obvious, others less so. These posts are intended to highlight a few of the ways Tangerine's core functions are being adapted by enterprising researchers.
Global efforts to change teachers’ behavior in low and middle-income countries have a patchy record. How can we improve the design of new instructional activities such that teachers are more likely to adopt them? One way is to get teachers themselves to do the design.
