Imagine, if you will, that you were an official at an international development organization who has been working with country x for a number of years in helping them think through options and issues related to the use of ICTs in their education sector. As part of this dialogue, you had regularly preached the virtues of a commitment to rigorous monitoring and impact evaluation.
Country x has, in various ways, been host to numerous initiatives to introduce computers into its schools and, to lesser extents, to train teachers and students on their use, and schools have piloted a variety of digital learning materials and education software applications. It is now ready, country leaders say, to invest in a rigorous, randomized trial of an educational technology initiative as a prelude to a very ambitious, large-scale roll-out of the use of educational technologies nationwide. It asks:
What programs or specific interventions should we consider?