Let me start with a disclaimer: I am overweight. My kids and my wife keep telling me that I need to be mindful of what and how much I eat and be more disciplined with my exercise regime. Why do people like me have to listen and heed this advice?
This year's Global Symposium on ICT use in education in Gyeongju, Korea focused on "Transforming Education with 1:1 Computing: Learning from Practical Experiences in Providing Students with Their Own Individual Computing Devices".
Many countries are investing enormous amounts of resources and effort to increase the availability of information and communication technologies (ICTs) across their education systems. So-called "1-to-1 computing" initiatives are increasingly prominent as part of such efforts. In some places these are important components of larger educational reform processes that seek to enable and support teaching and learning processes in ways both mundane and profound, traditional and (to adopt a common related buzzword) transformative. In other places these are largely 'hardware dumps', dropping in lots of shiny new devices with little attention to how to integrate them into teaching and learning practices. Common to both circumstances is often an intense belief that 'change' of some sort is necessary if students are to be able to thrive in increasingly technology-saturated, and technology-determined, global economies and societies. While the vision behind many large-scale 1-to-1 educational computing projects may be rather hazy or muddled, they do represent potent symbols for change in many countries. Even if the end goals are not always clearly defined, these efforts are in part a reflection of the belief, as proclaimed by one participant at this year global symposium, that "the status quo is more dangerous than the unknown".
To help set the stage for the discussions that were to follow, I opened the first session at this year's global symposium on ICT use in education by sharing a short series of general, broad observations about trends and lessons from 1-to-1 educational computing efforts around the world. In case they might be of any interest or utility to a wider audience, I thought I would share them here on the EduTech blog. These comments are not meant to be comprehensive in scope, nor are they meant to be focused (like so much of the research and rhetoric around 1-to-1 easily available on the Internet) on the experiences and realities of what 1-to-1 currently looks like in 'highly developed' countries (especially the United States).
Trends and Lessons from
1-to-1 Educational Computing Efforts Around the World:
In my previous blog post, I showed this trend and the studies that confirm it. Among the questions we are researching to map urban innovation ecosystems is whether there is a minimum set of requirements for these ecosystems to emerge — for example, in relation to infrastructure or the population's technical skills. What we are encountering is that, although you need a minimum level of infrastructure (e.g., at least some broadband connectivity and mobile phone networks), this level is much lower than many people expect.
A city does not need to have 4G mobile broadband or widespread fiber-optic fixed broadband widespread. It is enough to have broadband connection in some key points (particularly hubs and collaboration spaces) and basic mobile phone coverage and use (such as 2G mobile phone service). A similar conclusion is applicable to the skill level of the population. The results of the study of New York tech ecosystem shows that almost half of the employment created by the ecosystem does not require a bachelor’s degree.
In this blog post, I present the case of Nairobi and the tech start-up ecosystems emerging in Africa. I'll also explore how these ecosystems can not only surge, but also compete internationally despite having limited broadband connectivity (both mobile and fixed).
This is the seventh post in our series of blogs by graduate students on the job market this year.
The debate over deforestation has traditionally weighed the tradeoffs between local economic benefits and the broader ecological footprint measured in carbon emissions (Alix-Garcia et al., 2013; Foster & Rosenzweig, 2003). Consequently, this framing has led to the creation of several multi-billion dollar programs under the umbrella of the United Nations known as REDD+ or Reduced Emissions from Deforestation and Degradation. The idea is simple: in exchange for forgoing the economic benefits of logging and forest land clearing, countries that preserve forests (particularly poorer countries) receive payments from richer countries that benefit from the reduced carbon emissions associated with deforestation.
The underlying principle is that effects of deforestation related emissions are global in nature.
To the contrary, my research finds that the effects of deforestation are substantially larger at the local level due to health externalities (particularly from increased malarial incidence). I find that local health costs of deforestation in Indonesia are an order of magnitude higher than the global carbon externalities. Thus local institutions, as opposed to external governments, may have the strongest incentives for forest preservation. Furthermore, given the productivity, morbidity, mortality and fertility costs associated with malaria (Lucas 2013, Lucas 2010), there may be a double dividend from environmental conservation currently being ignored in policy formulation.
- job market series 2014
Last week, I had the honor of receiving one of the World Bank's FY15 Big Data Innovation Challenge awards for a proposal developed with a team of researchers from within and outside of the Bank. To give you a snapshot of the project, let me recount a familiar story which you may not have thought about for a while. On December 17th, 2010, a Tunisian fruit vendor named Mohammed Bouazizi took a can of gasoline and set himself on fire in front of the local governor's office. Bouazizi’s actions resulted from having his fruit cart confiscated by local police and his frustration at not obtaining an audience with the local governor; his death sparked what we now know as the "Arab Spring." With no other means of voicing discontent and lack of trust, citizens can embrace extreme forms of protest against institutions and governments that quickly escalate.
New York can seem a very far-away example to many cities — after all, it is one on the largest cities of the world, has a high per-capita GDP and is very well-connected internationally, making it easier to attract talent. However, when New York began developing a tech startup ecosystem, it faced similar problems to any other city: there was not enough critical mass or community to form the ecosystem, talent was not adequate and, believe it or not, there was no financing (seed capital) for investment in tech entrepreneurs. The policies the city subsequently applied, which focused on creating bottom-up organic communities to sustain and grow the ecosystem, have succeeded.
Today, New York hosts one of the largest and most vibrant tech startup ecosystems in the world. In this blog post, we summarize the case of New York and the lessons we have been finding, which is part of a paper I am working on. In our research for urban innovation ecosystems, we are doing a deeper analysis of the policies applied in different cities, and we will continue providing findings.