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.
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).
- sustainable development goals
- multilateral development banks
- International Organizations
- Sustainable Communities
- global governance
- united nations
- sustainable transport
- sustainable mobility
- Urban Development
- Information and Communication Technologies
- Global Economy
- Climate Change