What is meant by teachers’ digital skills, and how do we define it for this chapter?

Teacher Digital Skills in Bangladesh

Section 1: Why teachers’ digital skills are important (1 page)

1.1 What is meant by teachers’ digital skills, and how do we define it for this chapter (½ page)

1.2 Why is a focus on teachers’ digital skills important (½ page)

Section 2: A situational analysis of what we know about teachers’ digital skills in Bangladesh? (3 pages)/ (6 pages)

2.1 What do we know about teachers’ digital skills (1½ pages)

This is intended to be a synthesis of what we know about:

The type of technology teachers have access to in Bangladesh

Teachers digital skills in Bangladesh

It will draw upon surveys which have tried to capture this information (e.g. T4 Global Teacher Survey)

2.2 Policy overview of GoB initiatives relating to teacher’s digital skills (pre-and-post Covid-19) (1½ pages)

2.3 What does the evidence say when it comes to teachers’ digital skills helping with pedagogical/ content knowledge? (pre-and-post Covid-19) (1½ page)

2.4 What does the evidence say when it comes to teachers digital skills and the link to student learning (pre-and-post Covid-19 (1½ page)

Section 3: The EdTech landscape targeting teachers digital skills in Bangladesh (2 pages)

3.1 Landscaping of large scale initiatives focusing on supporting digital skills for teachers (1 page)

3.2 Emerging opportunities of effective practices within these initiatives (½ page)

3.3 Current gaps in the provision of EdTech programmes focusing on teacher’s digital skills (½ page)

Section 4: Recommendations (1 page)

Will be informed by results from Section 2 and Section 3.

Total page length: 10 pages

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