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What's changed: Ten reflections on ten years of technology use in education

Michael Trucano's picture
illuminating things in Seoul
Earlier this month, the Korea Education Research & Information Service (KERIS) hosted the tenth annual Global Symposium on ICT Use in Education in Seoul. For the past decade, the World Bank and the Korean Ministry of Education have co-sponsored this event as part of a longstanding strategic partnership exploring uses of technology in education, together with other partners.

One of the early, decidedly modest goals for this event was simply to bring together key decisionmakers from across Asia (and a few other parts of the world -- it would become more global with each passing year) in an attempt to help figure out what was actually going on with technology use in education in a cross-section of middle and low income countries, and to help policymakers make personal, working level connections with leading practitioners -- and with each other. Many countries were announcing ambitious new technology-related education initiatives, but it was often difficult to separate hope from hype, as well as to figure out how lofty policy pronouncements might actually translate to things happening at the level of teachers and learners 'on-the-ground'.

As the first country to move from being a recipient of World Bank donor assistance to become a full-fledged donor itself, Korea presented in many ways an ideal host for the event. (Still is!) The Korean story of economic development over the past half century has been the envy of policymakers in many other places, who see in that country's recent past many similarities to their own current situations. Known for its technological prowess (home to Samsung and many other high tech companies) and famous in education circles for the performance of its students on international assessments like PISA, educational technology issues could be found at the intersection of two important components in a Venn diagram of 'Brand Korea'.

Since that first global symposium, over 1400 policymakers from (at least by my quick count) 65 countries have visited Korea annually as part of the global symposium to see and learn first hand from Korean experiences with the use of information and communication technologies (ICTs) in education, to be exposed to some of the latest related research around the world, to share information with each other about what was working -- and what wasn't -- and what might be worth trying in the future (and what to avoid). Along the way, Korea has come to be seen as a global hub for related information and knowledge, and KERIS itself increasingly is regarded by many countries as a useful organizational model to help guide their own efforts to help implement large scale educational technology initiatives.

While international events bringing together policymakers to discuss policy issues related to the use of new technologies in education are increasingly common these days, across Asia and around the world, back in 2007 the Global Symposium on ICT Use in Education represented the first regularly scheduled annual event of its type (at least to my knowledge; there were many one-off regional events, of course, many of the good ones organized by UNESCO) bringing together policymakers from highly developed, middle and low income countries.

Participating in the event for each of the past ten years has offered me a front row seat to observe how comparative policy discussions have evolved over the past decade in a way that is, I think, somewhat unique. What follows is a quick attempt to descibe some of what has changed over the years. (The indefatigable Jongwon Seo at KERIS is, I think, the only other person to have participated in all ten global symposia. As such, he is a sort of spiritual co-author of these reflections -- or at least the ones which may offer any useful insights. I'm solely responsible for any of the banal, boring or inaccurate comments that follow.)

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.

New horizons in educational technology

Michael Trucano's picture

your event horizon depends on your perspectiveLater today the 2010 Horizon Report: K-12 Edition will be formally released, the latest in a series of influential annual publications identifying "emerging technologies likely to have an impact on teaching, learning, research or creative expression within education around the globe".  Where there are references in the popular press to 'key trends in technology use in education', the Horizon Reports are quite often, directly or indirectly, the source. Previous editions of the Horizon Report influenced the selection of global educational technology trends discussed on this blog by Bob Hawkins in a heavily read post back in January.

This latest Horizon Report, a collaboration between the New Media Consortium and the Consortium for School Networking (CoSN) [disclaimer: I served on the project advisory board for this year's edition], is short and easy to read, and helpfully contains pointers to many examples/illustrations of projects representative of the various emerging educational technology trends.  And the trends themselves?  Here are the ones that made this year's list: