Syndicate content

June 2012

Ten trends in technology use in education in developing countries that you may not have heard about

Michael Trucano's picture
not everyone is riding these big waves ... yet
not everyone is riding these big waves ... yet

Much of what we read and hear discussed about 'emerging trends' in technology use in education is meant largely for audiences in industrialized countries, or for more affluent urban areas in other parts of the world, and is largely based on observations on what is happening in those sorts of places. One benefit of working at a place like the World Bank, exploring issues related to the use of ICTs in education around the world, is that we get to meet with lots of interesting people proposing, and more importantly doing, interesting things in places that are sometimes not widely reported on in the international media (including some exciting 'innovations at the edges').

We are often asked questions like, "What trends are you are noticing that are a bit 'under the radar'?" In case it might be of interest to wider groups and/or provoke some interesting discussion and comment, we thought we'd quickly pull a list of these sorts of things together here.

Let them eat laptops?*

Michael Trucano's picture

in my hand I have a very precious gift for youAs a result of reading the recent IDB study on the impact of the One Laptop Per Child project in Peru, my World Bank colleague Berk Ozler recently published a great post on the World Bank's Development Impact blog asking "One Laptop Per Child is not improving reading or math. But, are we learning enough from these evaluations?

Drawing insights from his readings of a few evaluations of technology use (one in Nepal [PDF] and one in Romania) he notes that, at quick glance, some large scale implementations of educational technologies are, for lack of a more technical term, rather a 'mess':

"The reason I call this a mess is because I am not sure (a) how the governments (and the organizations that help them) purchased a whole lot of these laptops to begin with and (b) why their evaluations have not been designed differently – to learn as much as we can from them on the potential of particular technologies in building human capital."

Three members of the team at IDB that led the OLPC Peru evaluation have responded ("One Laptop per Child revisited") in part to question (b) in the portion of Berk's informative and engaging post excerpted above.  I thought I'd try to try to help address question (a).

First let me say: I have no firsthand knowledge of the background to the OLPC Peru project specifically, nor of the motivations of various key actors instrumental in helping to decide to implement the program there as it was implemented, beyond what I have read about it online. (There is quite a lot written about this on the web; I won't attempt to summarize the many vibrant commentaries on this subject, but, for those who speak Spanish or who are handy with online translation tools, some time with your favorite search engine should unearth some related facts and a lot of opinions -- which I don't feel well-placed to evaluate in their specifics.) I have never worked in Peru, and have had only informal contact with some of the key people working on the project there.  The World Bank, while maintaining a regular dialogue with the Ministry of Education in Peru, was not to my knowledge involved in the OLPC project there in any substantive way. The World Bank itself is helping to evaluate a small OLPC pilot in Sri Lanka; a draft set of findings from that research is currently circulating and hopefully it will be released in the not too distant future.

That said, I *have* been involved in various capacities with *lots* of other large scale initiatives in other countries where lots of computers were purchased for use in schools and/or by students and/or teachers, and so I do feel I can offer some general comments based on this experience, in case it might of interest to anyone.

Sondeando el aprendizaje móvil alrededor del mundo (parte uno y dos)

Carla Jimenez Iglesias's picture

lo que constituye un ‘aparato móvil’ puede estar algunas veces en el ojo del que lo mira"Sondeando el aprendizaje móvil alrededor del mundo (parte uno)

Hace cerca de cuatro años, el programa del Banco Mundial infoDev aseguró el financiamiento para hacer un ‘sondeo global del uso de móviles en la educación en países en vías de desarrollo’, con base en la creencia de que la creciente disponibilidad de los pequeños dispositivos conectados, más conocidos como ‘teléfonos móviles’, iba a tener cada vez mayor relevancia para los sistemas escolares alrededor del mundo. Cuando vimos lo que estaba ocurriendo en este sentido en la mayor parte del mundo, observamos que (aún) no estaba pasando nada efectivamente, y así concluimos que no sería todavía demasiado útil hacer un sondeo global de conocimiento experto sobre la potencial relevancia futura del uso de teléfonos móviles en la educación. Por esto, así como por lamentables retrasos burocráticos internos, terminamos abandonando este proyecto de investigación, con la esperanza de que otros pudieran continuar un trabajo similar cuando el tiempo fuese propicio. (El financiamiento se reprogramó para apoyar a EVOKE, el ‘juego serio’ en línea del Banco Mundial. La segunda versión del mismo está programada para lanzarse en setiembre en portugués e inglés, tanto para PCs como para móviles, con un énfasis especial en Brasil.) Unas cuantas organizaciones involucradas en la Alianza de m-Educación, un esfuerzo internacional de colaboración en el que participa el Banco Mundial para explorar intersecciones de punta entre móviles, educación y desarrollo, y para promover el uso compartido de conocimiento colectivo, recién ha publicado unos breves ensayos que han logrado gran parte de lo que se quiso hacer con este tipo de sondeos. Echaremos una mirada a estos esfuerzos esta semana en el blog EduTech: el primero de ellos es dirigido por UNESCO, el segundo  por la Fundación Mastercard, que trabaja con la Asociación GSM.

Surveying Mobile Learning Around the World (part two)

Michael Trucano's picture

your perspective on mobiles depends on your point of viewThis week we are looking at two sets of new reports that provide insights into the area of 'mobile learning' -- especially the use of handheld devices like mobile phones to help meet a variety of educational objectives. Earlier this week we devoted a post to twelve new reports from UNESCO that provide a broad overview of what is happening in different regions of the world in this area. Shaping the Future – Realizing the potential of informal learning through mobile [pdf], which was released at last week's eLearning Africa event in Benin, provides a nice complement to the UNESCO working paper series.  Whereas the UNESCO reports collectively provide some very useful insights on the supply side, surveying notable 'm-learning' programs currently underway around the world, Shaping the Future examines the demand side of the equation:

"In late 2011, researchers went into four very different emerging markets – Ghana, Morocco, India and Uganda – and asked 1,200 people (aged 15-24) about their day-to-day lives, their ambitions, their education, the way they use mobile now and how mobile could help them achieve their aspirations in the future. At the same time, over 250 young people from those countries took part in detailed focus group discussions where, with great generosity, they shared their hopes, worries and beliefs with us."