For a few years, the World Bank's infoDev program has sponsored a monthy online 'EduTech Debate' (ETD) which functions as a sort of rough complement to the Bank's own EduTech blog. The goal of the ETD has been to provide a forum for the sharing of information and perspectives on various emerging topics related "low-cost ICT initiatives for educational systems in developing countries". From the very start, the World Bank's role -- and certainly our voice (to the extent that we have one on these topics) -- has been in the background, and, by design, one only rarely sees a World Bank staff member post on the site, or contribute a comment to the sometimes lively exchanges of opinions that individual posts ignite. We do follow the discussions quite closely, however, and sponsoring the debate has been a useful way for infoDev, the World Bank and UNESCO to be tuned in to some conversations we might not otherwise know are occurring, and to connect with interesting organizations and practitioners doing interesting things around in the world.
The most recent debate has looked at the potential role that ICT can play in promoting the acquisition of basic literacy skills. Especially in places where literacy levels are very low -- where the formal education system has, in many significant ways, failed in one of its fundamental roles -- might ICTs offer some new approaches (and tools) that can help get children reading? Noting (for example) the large number of very basic iPhone apps targeted at children in OECD countries to teach basic letter recognition, phonics, and vocabulary, an increasing number of groups are exploring doing similar things in less privileged environments. But is it really that easy?