A couple of days ago, my five year old declared that she wanted to be a Super Hero. From wanting to be a little pony a few months ago, she was moving up the role model chain. She, however, was more interested in finding out which monster she would have to fight. Without giving it much thought, I told her that the biggest monster she would have to fight was Climate Change.
she asked, suddenly very interested.
New developments and curiosities from a changing global media landscape: People, Spaces, Deliberation brings trends and events to your attention that illustrate that tomorrow's media environment will look very different from today's and will have little resemblance to yesterday's.
Video receives a lot of attention online. Over 1 billion unique users visit YouTube every month, and 1 in 5 Twitter users discover videos each day from tweeted links.
According to a report by Cisco, Internet traffic is expected to increase by 260% until 2018, and online video will be responsible for much of the growth. The report forecasts that by 2018, global IP video traffic (does not include peer-to-peer filesharing) will account for 79% of all consumer Internet traffic and the sum all forms of video (TV, video on demand, Internet, peer-to-peer sharing) will account for 80-90% of global consumer traffic.
Roger Myerson, eminent theorist and winner of the Nobel in economics, brought his abiding interest in democratic decentralization and development to the World Bank recently. He was hosted by the Development Economics Vice Presidency as a visiting fellow and spent three weeks here writing, thinking and meeting with staff from the Global Practice groups, from the Research Group, and from the East Asia region.
As his main output, Professor Myerson wrote a paper titled ‘Local Foundations for Better Governance: A review of Ghazala Mansuri and Vijayendra Rao’s Localizing Development’. He presented highlights from the paper to a diverse group of Bank staff on November 13. The paper reflects on the theory and evidence for development strategies that are based on local community empowerment; it stresses that a key to viable democratic development in a nation is to increase the supply of leaders with good reputations for using public resources responsibly.
One persistent challenge for educational policymakers and planners related to the potential use of informational and communication technologies (ICTs) in remote, low income communities around the world is that most products, services, usage models, expertise, and research related to ICT use in education come from high-income contexts and environments.
One consequence is that technology-enabled 'solutions' are imported and 'made to fit' into what are often much more challenging environments. When they don't work, or where they are too expensive to be replicated at any scale, this is taken as 'evidence' that ICT use in education in such places is irrelevant -- and possibly irresponsible.
That said, lessons are being learned as a result of emerging practices, both good and bad, in the use of ICTs in education in low resource, poor, rural and isolated communities in Africa, Asia, Latin America and the Pacific that may be useful to help guide the planning and implementation of educational technology initiatives in such environments. (It may even turn out that the technological innovations that emerge from such places many have a wider relevance …. but that is a topic for another discussion.)
Products like the BRCK (a connectivity device designed and prototyped in Nairobi, Kenya by many of the people behind Ushahidi to better address user needs in places where electricity and internet connections are, for lack of a better word, ‘problematic’) and MobiStation (a solar-powered 'classroom in a suitcase' which features a projector and lots of off-line educational content developed by UNICEF Uganda) remain notable exceptions to the lamentable reality that, for the most part, ‘solutions’ touted for use in schools in e.g. rural Africa, or in isolated communities in the Andes, are designed elsewhere, with little understanding of the practical day-to-day realities and contexts in which such technologies are to be used. Many people who have lived and worked in such environments are quite familiar with well-meaning but comparatively high cost efforts often informed more by the marketing imperatives embedded in many corporate social responsibility efforts than by notions of cost-effectiveness and sustainability over time or the results of user-centered design exercises.
- one mouse per child
- Same Language Subtitling
- Ustad Mobile
- video camera
- Hole in the Wall
- Digital Divide
- Mathew Effect
- interactive radio instruction
- Mobile Phones
- Information and Communication Technologies
- Papua New Guinea
Philippe Aghion, Harvard economics professor and director of Industrial Organization at the Centre for Economic and Policy Research (CEPR) delivered a lecture at the Bank on April 17 on 'What do we Learn from Shumpeterian Growth Theory?'
It was interesting to hear from the co-founder of the Shumpeterian paradigm about the relationship between economic growth, innovation, creative destruction, and competition. Aghion’s approach is to examine how various factors interact with local entrepreneurs’ incentives to either innovate or to imitate frontier technologies.
Much of the discussion related to how new technologies can be used in classrooms in low and middle income countries focuses on the use of PCs, desktops and tablets. Less discussed, I often find, is the strategic potential of various so-called peripheral devices, which are (in my experience) typically only considered within the context of how they can be used to enhance or extend the functionality of the 'main' computing devices available in schools.
Many education systems (for better or for worse) have specific 'hardware' budgets, and, when they are looking to tap these budgets to introduce more hardware into schools, in my experience they often look to buy more of what they already have, supplemented in places by things like interactive whiteboards, or networked printers, as a complement to what is already available in a school.
When talking with educational planners contemplating how to use funds specifically dedicated to purchase computer hardware, I often counsel them to think much more broadly about what they may wish to buy with these monies, within a larger context of discussing things like how such equipment can be utilized to meet larger educational objectives, what sorts of training and maintenance support may be needed, and how the use of this technology can complement other, non-technology-enabled activities in a classroom. As part of such discussions, I often find myself attempting in various ways to challenge policymakers and planners to think beyond their current models for technology use.
One general type of gadget that I only rarely hear discussed is so-called 'probeware', which refers to set of devices which are typically used in science classes to measure various things -- temperature, for example, or the pH level of soil, or the salinity of water. Despite the increasing emphasis in STEM subjects in many countries, and what is often a rhetorical linkage between the use of computers in schools and STEM topics, I rarely find that World Bank client countries are considering the widespread use of probeware in a strategic way as part of their discussions around ICT use in schools. That said, one suspects that such an interest is coming, especially once the big vendors direct more of their attentions to raising awareness among policymakers in such places (much like the interactive whiteboard vendors began to do a half-decade or so ago).
While probeware is a new type of peripheral for many education policymakers, there is another peripheral that policymakers are already quite familiar with, and which is already used in ad hoc ways in many schools, but which rarely seems to be considered at a system level for use in strategic ways. Once you have a critical mass of computers is in place, and in place of buying one additional PC, might it be worth considering (for example) utilizing video cameras instead? Video can be put to lots of productive uses (and some perhaps not-so-productive uses). Considering three concrete examples from around the world may shed some light on how video can be used to improve teaching -- and support teachers.
Ariel Rubinstein sat down for a video interview with me last week following a DEC lecture. A professor at Tel Aviv University as well as NYU, Rubinstein is an eminent game theorist and expert on the economic theory behind bargaining.
He spoke about how economic theory has gone through fundamental changes, in no small part due to growing interest in behavioral economics.
Here is a funny take on migrant integration by comic Maz Jobrani, an Iranian-American and a founding member of the Axis of Evil Comedy Tour. Have a great weekend!
We had an interesting launch event for this volume on July 10th at the World Bank's Infoshop in Washington DC. There have been a number of media reports (see for example the story on Wall Street Journal by Eric Bellman, a Q&A in Mint by Malia Politzer, and another Q&A by Donna Barne). See also related posts on this blog from my co-editors Ibrahim and Jeff on their interventions during the book launch.