Taskeen Adam
Biographic Data
| ID | 6503191 |
|---|---|
| NAME | Taskeen Adam |
| GIVEN NAMES | Taskeen |
| FAMILY NAME | Adam |
| SIGNATURE | ADAM T |
| AFFILIATIONS | University of Johannesburg |
| ORCID | 0000-0003-2467-5726 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Design‐based implementation research for digitally enabled education reform
Design‐based implementation research (DBIR) offers a promising approach for refining and theorising the implementation and scale‐up of education interventions. However, integrating technology into national education reforms in resource‐constrained contexts adds complexity, involving multiple government bodies, implementers and researchers with differing institutional cultures. We examine how DBIR approaches can be enhanced to adapt to the complex…
A Justice-Oriented Conceptual and Analytical Framework for Decolonising and Desecularising the Field of Educational Technology
Education systems globally are increasingly being shaped by the logics, assumptions and pedagogical underpinnings of educational technology (EdTech) products, services, programmes, policies, and systems. These often promote rationalistic, secular, universal, objectivist, (post)modernist, written, behaviourist, and individualistic ways of being, marginalising religious, spiritual, oral, subjective, critical, and communitarian ways of being. Given …
Methodological Insights for Decolonising Research and EdTech
This paper is an innovative attempt to quickly scan methodological approaches within the field of EdTech, drawing specifically on the articles contained within the Special Issue of Education Sciences on decolonising educational technology for which we served as editors (https://www [...]
Decolonising Educational Technology
Educational technology (EdTech) has become commonplace in modern educational practice [...]
Toward a holistic approach to EdTech effectiveness
No prominent works on this page.
Toward a holistic approach to EdTech effectiveness
A Justice-Oriented Conceptual and Analytical Framework for Decolonising and Desecularising the Field of Educational Technology
Education systems globally are increasingly being shaped by the logics, assumptions and pedagogical underpinnings of educational technology (EdTech) products, services, programmes, policies, and systems. These often promote rationalistic, secular, universal, objectivist, (post)modernist, written, behaviourist, and individualistic ways of being, marginalising religious, spiritual, oral, subjective, critical, and communitarian ways of being. Given …
Methodological Insights for Decolonising Research and EdTech
This paper is an innovative attempt to quickly scan methodological approaches within the field of EdTech, drawing specifically on the articles contained within the Special Issue of Education Sciences on decolonising educational technology for which we served as editors (https://www [...]
Decolonising Educational Technology
Educational technology (EdTech) has become commonplace in modern educational practice [...]
Design‐based implementation research for digitally enabled education reform
Design‐based implementation research (DBIR) offers a promising approach for refining and theorising the implementation and scale‐up of education interventions. However, integrating technology into national education reforms in resource‐constrained contexts adds complexity, involving multiple government bodies, implementers and researchers with differing institutional cultures. We examine how DBIR approaches can be enhanced to adapt to the complex…
ICT in Developing Communities (3 works) · Psychology (3 works) · Sociology (3 works) · Computer Science (2 works) · Digital Education and Society (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Political science (2 works) · African cultural and philosophical studies (1 works) · Child Development and Digital Technology (1 works)