Opinions and approaches vary regarding how to ‘best’ utilize new technologies to support teaching and learning in ways that are engaging, impactful and ‘effective’.
A recent paper from J-PAL (Education Technology: An Evidence-Based Review) finds that rigorous evidence about what works, and what doesn’t, in this area is decidedly mixed. While what works seems to be a result of many factors (what, where, when, by whom, for whom, why, how), what doesn’t work is pretty clear: simply buying lots of equipment and connecting lots of schools.
Why does this continue to happen, then?
Many in the ‘edtech community’ feel that policymakers simply don’t understand that buying lots of equipment won’t actually change much (aside from its impact on the national treasury), and that if they did understand this, they’d do things differently.
In my experience, the reason that many places end up just buying lots of equipment, dumping it into schools and hoping for magic to happen (a widely acknowledged and long-standing ‘worst practice’ when it comes to technology use in education) isn’t necessarily that the people making related decisions are dumb or uninformed or corrupt (although of course those scenarios shouldn’t be dismissed out of hand in some places).
Some might call it an existential question. Some may be surprised that the answer is not clear. When it comes to sustainable mobility initiatives and stakeholders, who is who, and who does what? Addressing these questions is a key pre-requisite to the transformation of the transport sector and the realization of the Sustainable Development Goals.
From public transport agencies to car companies and ride-sharing platforms, clean fuel advocates, maritime transport groups, and electric vehicle proponents, a dizzying array of sector-specific initiatives have emerged over the last few years. Newer city-specific coalitions, such as the C40 Cities Climate Leadership Group and the Compact of Mayors, have played a critical role in relaying these concerns at the local level. However, global initiatives have been the ones that have seen the most impressive growth. Also in the mix are globally minded, from UN entities to smaller NGOS, as well as region-specific organizations such as regional development banks.
What’s the solution to untangling this web of stakeholders? Over the past six months, the World Bank, with support from the World Economic Forum, has mapped out major transport initiatives and organizations as comprehensively and systematically as possible.
For over a decade, the World Bank and the Government of Korea have enjoyed a strong strategic partnership exploring a wide range of issues related to the use of information and communications technologies (ICT) in education around the world.
One high profile activity under this partnership is the annual Global Symposium on ICT use in Education (GSIE), which has helped to establish Korea as a global hub for insight, knowledge sharing and networking for high level government officials, practitioners and experts around topics related to the use of new technologies in education.
GSIE organizers planned from the beginning to support knowledge exchanges around a few ‘evergreen’ general topics (e.g. like the use of new technologies to support teachers; monitoring and evaluation; and digital competencies for learners) in which KERIS, Korea’s national educational technology agency, has notable experience and expertise.
What organizers did not initially anticipate, however, was the extent to which policymakers were interested not only in learning about what KERIS itself knew, and was learning, about uses of new technologies in education, but also in learning about the institution of KERIS itself – as well as institutions like it.
As it happened, people responsible for starting, leading and/or overseeing national institutions in their countries which performed similar sorts of functions to that of KERIS increasingly made the trek to Korea to participate in the GSIE (as they are doing this week), sharing information and insights with their counterparts about national institutions emerging in countries around the world to help introduce, support, fund, share information about, and evaluate the use of ICTs in education at a large scale.
Economic growth is a key concern for economists, political leaders, and the broader population.
But how confident are we that the available data on economic activity paints an accurate picture of a country’s performance?
Measuring Gross Domestic Product (GDP), the most standard measure of economic activity, is especially challenging in developing countries, where the informal sector is large and institutional constraints can be severe.
In addition, many countries only provide GDP measures annually and at the national level. Not surprisingly, GDP growth estimates are often met with skepticism.
New technologies offer an opportunity to strengthen economic measurement. Evening luminosity observed from satellites has been shown to be a good proxy for economic activity.
As shown in Figure 1, there is a strong correlation between nightlight intensity and GDP levels in South Asia: the higher the nightlight intensity on the horizontal axis, the stronger the economic activity on the vertical axis.
However, measuring nightlight is challenging and comes with a few caveats. Clouds, moonlight, and radiance from the sun can affect measurement accuracy, which then requires filtering and standardizing.
On the other hand, nighlight data has a lot advantages like being available in high-frequency and with a very high spatial resolution. In the latest edition of South Asia Economic Focus, we use variations in nightlight intensity to analyze economic trends and illustrate how this data can help predict GDP over time and across space.
About 17 years ago, I began preparations for applying to colleges in America. One of the prerequisites to qualify for an undergraduate program was the Test of English as a Foreign Language (TOEFL), administered at testing centers around the world. I vividly remember calling the number given to see how I faired in the test, standing at an international call center booth on a sunny afternoon in Islamabad, Pakistan, my heart beating fast with anticipation. The call cost Rs.100/minute at the time ($1.05/min at the current rate). But despite the expensive price tag, the service delivered information I desperately needed.
Fast forward to the age of Google Voice, WhatsApp, Viber… You’ll agree that technology has not only advanced but services have become cheaper as well. Technology is entrenched in our everyday tasks—from communication to financial transactions, from expanding education to building resilience to natural disasters, and from informing transport planning to expanding energy to the unserved.
So, ask yourself: am I—a student, teacher, business owner, or a local government representative—reaping the full benefits of the greatest information and communication revolution in human history? With more than 40% of the world’s population with access to the internet and new users coming online every day, how can I help turn digital technologies into a development game changer? And how can the world close the global digital divide to make sure technology leaves no one behind?
This week, policymakers and practitioners from around the world are gathering in Korea at the 11th annual Global Symposium on ICT Use in Education to discuss areas of emerging common interest related to the effective (and ineffective) uses of new technologies in education systems around the world. As in the past, KERIS, Korea's famous national edtech agency, is the host and organizer of this event.
Many of these participants represent institutions key to the implementation of educational technology efforts in their countries; many others are government officials responsible for developing the policy environments within which these institutions operate.
Drawing on interviews and discussions with government policymakers in scores of countries around the world during the course of writing this book, my collaborator Gavin Dykes and I developed a set of ten short, thematic questions to help catalyze discussions during the initial stages of planning for the development of national educational technology ('ICT/education') agencies. These questions are meant to highlight potential areas of critical importance (and confusion), based on the experiences of more than two dozen national ICT/education agencies over time in a diverse set of places. It is hoped that these questions, and the conversations that they provoke, can serve as entry points into deeper, more fundamental discussions, providing a bridge of sorts between the recognition of specific educational needs and priorities in one country with practical experiences in others.
No matter how brilliant or 'visionary' a country's educational technology policies and plans might be on paper, or when expressed as a set of bullet points in a PowerPoint presentation, transforming such policies and plans into practical actions 'on the ground' is what is important. It doesn't really matter what you want to do if you don't have the institutional capacity to do it. In the hope that presenting them here might be useful to countries considering, and re-considering, various models to help develop and sustain this capacity, here are:
Ten discussion questions for policymakers seeking to create or restructure
a national educational technology agency
What is it like to set up and run an incubator as a woman? The answer, much like anywhere else in the world for working women, is that it’s complicated.
In many countries, it’s still unusual to see women working in certain sectors. Regina Mbodj, CTIC Dakar CEO, knows very few women in Senegal who studied ICT. “When I came home and told people about my studies, a lot of people responded, 'I thought only men did that!'"
Mariem Kane, an engineer by training and now president of Mauritania’s incubator Hadina RIMTIC, said that career development can be difficult for women who have been trained in hard skills. “It’s tough for women to find opportunities in these sectors and, because we’re considered more suited to softer skills, we aren’t given the opportunity to prove ourselves.”
Agriculture is the backbone of many African economies, employing the most citizens in most countries, citizens who produce food for consumption and raw materials for industries. With the current data revolution, and the explosion of new data sources available in Tanzania, we can push for the integrated use of mechanization, fertilizers, and digital technologies to get more efficiency and productivity in our agriculture.