changing

2020

TitlePublisherDOI
Lets diversify by changing culture and challenging stereotypes: a case study from professional construction higher education programs. https://doi.org/10.1080/23752696.2020.1847159
Tackling Gender Stereotypes in STEM Educational Resources: A Case Study from Nigeria. Accepted for publication in 2020 IEEE Frontiers in Education. Uppsala, Sweden.
A Theory of Change for Improving Children’s Perceptions, Aspirations and Uptake of STEM Careers. https://doi.org/10.1007/s11165-019-09909-6
Investigating teenagers’ ability to detect phishing messages.10.1109/EuroSPW51379.2020.00027
EdTech in Nigeria: A Rapid ScanDOI: 10.5281/zenodo.3911651

2019

TitlePublisherDOI
Games for Teaching Mathematics in Nigeria: What Happens to Pupils’ Engagement and Traditional Classroom Dynamics? DOI: 10.1109/ACCESS.2019.2912359
Creating Rainbows: The Road to Success. http://architecturemps.com/wp-content/uploads/2020/04/AMPS-Proceedings-17-1-Education-Design-and-Practice.pdf
Technology- Enhanced Teaching: A Technology Acceptance Model to Study Teachers’ Intentions to Use Digital Games in the Classroom. 10.1109/FIE43999.2019.9028527
Encouraging Diversity in Computer Science among Young People: Using a Games Design Intervention based on an Integrated Pedagogical Framework. https://doi.ieeecomputersociety.org/10.1109/FIE43999.2019.9028436
Barriers and identified solutions to the integration of digital technologies in the classroom: A case study of teachers in Nigeria. https://doi.org/10.1109/EDUCON.2019.8725160

2018

TitlePublisherDOI
Designing for All: Exploring Gender Diversity and Engagement with Digital Educational Games by Young People. 10.1109/FIE.2018.8658553
Exploring digital careers, stereotypes and diversity with young people through game design and implementation. 10.1109/EDUCON.2018.8363301

2017

TitlePublisherDoi
A modified TAM for predicting acceptance of digital educational games by teachers 10.1109/EDUCON.2017.7942965

2016

PublisherDoi
Innovative methods for evaluating the science capital of young children10.1109/FIE.2016.7757680
Learning mathematics through serious games: An engagement framework10.1109/FIE.2016.7757401

2015

TitlePublisherDOI
Girls and science education: Exploring female interests towards learning with Serious Games a study of KS3 girls in the North East of England 10.1109/IMCTL.2015.7359620

The main question I seek to answer through my research is - how can digital technology contribute to an enabling and empowering educational experience?

My EdTech research specifically looks at the role of technology in enhancing teaching and learning in developing countries and how technology can be used to prepare young people for the future of work and education.

My Digital Citizenship research is generating innovative ways to support young people and their influencers (parents and teachers) to use digital technologies in ethical, safe and responsible ways without limiting them from fully participating in, benefiting from and contributing to the knowledge society. This includes working with local education ministries and providers to explore ways to embed skills like news and media literacy, privacy and security and digital wellbeing in formal curriculum.

My Digital Citizenship research is generating innovative ways to support young people and their influencers (parents and teachers) to use digital technologies in ethical, safe and responsible ways without limiting them from fully participating in, benefiting from and contributing to the knowledge society. This includes working with local education ministries and providers to explore ways to embed skills like news and media literacy, privacy and security and digital wellbeing in formal curriculum.

EdTech
Teachers’ Professional Development
STEM, Digital Skills and Careers

Outside the university, I work as an STEM and EdTech consultant with several local and national governments in developing countries, using research (both mine and other peoples’) to support the development of educational policies and strategies as well as STEM and EdTech programme implementation. I have executed major projects with a number of international development partners like the World Bank in developing countries across Africa. My speciality is in EdTech adoption and integration in traditional classrooms, education for children in non-formal settings, capacity building for teachers and curriculum design. 

Currently I am working as an expert consultant with the Global EdTech Hub, a £20m programme supported by the UK Department for International Development, the Bill & Melinda Gates Foundation, and the World Bank. The Hub’s mission is to increase the use of evidence in decisions about technology-related education policy and to scale and accelerate learning outcomes for the most marginalized children. As an expert consultant with the EdTechHub expert pool, I provide advice to low- and middle-income country governments on EdTech issues. I prepare guidance materials, draft strategies and related policy advice on EdTech for country governments. I help translate academic research findings into practical advice and written briefs targeted at non-academic audiences.