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Selected publications (.pdf)

"Education Change, Leadership and the Knowledge Society" 
Global e-Schools Initiative (GeSCI)  

Survey of ICT in education in the Caribbean
Volume 1: Regional trends & analysis
Volume 2: Country reports
infoDev 

Using technology to train teachers:
Appropriate uses of ICT for
teacher professional development 
infoDev (Mary Burns, co-author)

Project evaluation:
Uganda rural school-based telecenters
World Bank Institute
(Sara Nadel, co-author)

The Educational Object Economy:
Alternatives in authoring &
aggregation of educational software 
Interactive Learning Environments
(Purchase or subscription req'd) 

Development of multimedia resources 
UNESCO (Cesar Nunes, co-author)

Real Access/Real Impact
Teresa Peters & bridges.org
(hosted for reference; RIP TMP) 

Monitoring & evaluation

Evaluations currently in process include: 

 

  • Research4Life User Review
    This multi-country, multi-program (and multi-lingual) evaluation will assess the impact of three United Nations programs--HINARI, AGORA and OARE--that provide developing-country researchers and educators with online access to current     research publications in life sciences and medicine, agriculture and the environment. This evaluation involves development of qualitative and quantitative approaches involving site visits to institutions in 12 countries plus online surveys of subscribing institutions and of researchers.

  • EVOKE Alternate Reality Game
    Natoma is evaluating this multi-user online game, sponsored by the World Bank, intended to support social innovation in Sub-Saharan Africa and globally. With over 19,000 registered users and nearly 2,000 active players (more than 15 percent based in South Africa), EVOKE represents an early effort by the donor community to harness contemporary social-networking tools and platforms for development.

 

Natoma has designed and implemented numerous program evaluations in Sub-Saharan Africa and the Middle East. These include: 

  • The Uganda VSAT Rural Connectivity Project
    This World Bank Institute-funded evaluation involved analysis of the impact of VSAT-based Internet connectivity and school-based telecenters on community communications and information access, on classroom activities of teachers and students; analysis also addressed financial and technical sustainability of the telecenters. This project involved two international staff (report authors Edmond Gaible and Sara Nadel), one national coordinator, and 14 national data collectors conducting face-to-face surveys, focus group discussions, and interviews.Teachers in a highland school, Papua, Indonesia
  • Rwanda Conflict Prevention Program
    The Rwanda CPP provided computer labs, professional development and resources for collaboration to 20 mostly rural schools throughout Rwanda. Project evaluation sought to determine the impact of this intervention on teaching and learning through on-site surveys of students and teacher, plus interviews with school and community leaders.
  • World Links Arab Region Syria Project
    Evaluation of this 200-school, post-pilot project involved analysis of surveys from a quota-based sample of 54 schools representing the regional, rural/urban, and economic diversity of Syria, in combination with visits to 12 schools for interviews with school leaders and focus-group discussions with program and non-program teachers and students.
  • Students finishing school for the day in Say'un, Yemen    World Links Arab Region Yemen Project
    This smaller 12-school pilot projects is the first in Yemen to combine installation of computer labs and Internet connections with substantial teacher professional development. Evaluation required distribution of surveys to all schools in the project as well as a control group, plus on-site interviews and focus-group discussions in the city of Al Mukhalla and the rural town of Say'un. Teachers at a girls' school in al-Mukhalla, Yemen (with Edmond Gaible & Ameen Alkaderi)
  • EFA Data Collection in The Gambia
    This project (not strictly M & E) for World Bank Institute involved a proof-of-concept field test of the use of handheld computers to support collection and reporting of Education for All (EFA) data in Gambian primary schools. Project activities included design of software and Web-based data templates, on-site training and management of data collectors, data cleaning and entry, plus analysis of the EFA data and of the feasibility of scaled implementation of the software, Web-based tools and handhelds.

 

 

 Canoer on Lake Kivu, Rwanda