Michael Trucano is the World Bank's Senior ICT and Education Policy Specialist, serving as the organization's focal point on issues at the intersection of technology use and education in middle- and low-income countries and emerging markets around the world.
At a practical working level, Mike provides policy advice, research and technical assistance to governments seeking to utilize new information and communication technologies (ICTs) in their education systems.
Current and recent areas of notable activity and attention include: ICT/education policy development; the development of national agencies leading educational technology initiatives; new directions in educational publishing; the use of mobile devices (especially mobile phones) in education; developing standards for globally comparable data related to technology use in education; assessing the impact of technology use in education; 'new economy skills'; child Internet safety; and low-cost 'ICT devices'.
A frequent public speaker on the use of technology in education around the world, and on ICT use for development (ICT4D) purposes more broadly, he is the principal voice behind the World Bank's influential EduTech blog.
In addition to his advisory work on projects funded by the World Bank and other international aid agencies and donors, he serves on a number of external advisory boards for non-profit groups and prize committees and organizes off-the-record efforts to help groups learn from 'failed' projects and initiatives.
On the research side, Mike leads the World Bank's related analytical work under its flagship Systems Approach for Better Education Results initiative as it relates to information and communication technologies (SABER-ICT).
The World Bank EduTech Blog
Mike is the principal contributor to the World Bank's widely read EduTech blog (http://blogs.worldbank.org/edutech). His essays and posts on the World Bank EduTech blog have been collected into four separate volumes, available for free download.
Popular posts from the World Bank EduTech blog include:
[-] Worst practice in ICT use in education
[-] Ten things about computer use in schools that you don't want to hear
[-] Big educational laptop and tablet projects -- Ten countries to learn from
[-] 10 principles to consider when introducing ICTs into remote, low-income educational environments
[-] Textbooks of the future: Will you be buying a product ... or a service?
[-] Ten trends in technology use in education in developing countries
[-] Crowdsourcing, collaborative learning or cheating?
[-] Education & Technology in 2025: A Thought Experiment
[-] School computer labs: A bad idea?
[-] Laptops for education: $10, $35, $100 and points in between (but not above!)
[-] Searching for India's Hole in the Wall
[-] Educational technology and innovation at the edges
as well as pretty much anything written about the use of mobile phones.
Mike is a frequent public speaker on the use of ICTs in education around the world, and on ICT use for development (ICT4D) purposes more broadly. He also regularly serves as a 'master of ceremonies' or moderator at conferences and industry events, including the annual global symposium on ICT and education in Seoul, and has helped organize a number of FAILFaires, exploring how can people and organizations can more openly talk about, and learn from, 'failed' projects and initiatives, in the hope that sharing lessons from 'failure' might make 'success' more likely in the future. As part of his official duties, he co-chairs the World Bank's internal cross-sectoral thematic group on ICT and education, which helps to maintain the organization's internal knowledgebase on related topics and sponsors numerous speakers and knowledge-sharing events each year.
Mike previously served as the ICT and Education Specialist at infoDev, the multi-donor 'ICT knowledge shop' housed within the World Bank's Global ICT Department (GICT), where he coordinated activities related to information and communication technologies and the Millennium Development Goals ("ICTs for MDGs"), especially as they related to education. He also led infoDev's work exploring the use of various low-cost ICT devices to meet developmental objectives in the social sectors, and managed the program's mobile banking work.
Highlights during his time at infoDev include Knowledge Maps: ICT and Education (what we know, and what we don't, about ICT use in education in developing countries), over 75 country-level surveys of ICT and education in Africa and the Caribbean, a handbook on Monitoring and Evaluation of ICT in Education Projects, and the ICT in Education Toolkit for Policymakers, Planners & Practitioners (with UNESCO, used in over 25 countries to date).
Mike joined the World Bank Group in 1997, first working at the International Finance Corporation (IFC), and, more notably, as part of the education team at the World Bank Institute, where he was a core member of the team that developed the World Links for Development Program, the pioneering effort in the late 1990s which introduced educational technologies into school systems in 22 developing countries.
You can follow Mike on Twitter @trucano.
- โครงการแล็ปท็อป และแท็บเล็ตเพื่อการศึกษาขนาดใหญ่ -- บทเรียนจาก 10 ประเทศ
- Diez tendencias sobre el uso de la tecnología en la educación en los países en desarrollo
- A 'mobile first' approach to educational technology
- Paying teacher salaries with mobile phones
- Interactive Educational Television in the Amazon
- Bollywood Karaoke and Same Language Subtitling to Promote Literacy
- Big Data in Education in 2025: A Thought Experiment
- A model for educational technology development from … Afghanistan?
- In search of the ideal educational technology device for developing countries
- Top World Bank EduTech Blog Posts of 2013
- Observing Turkey's ambitious FATIH initiative to provide all students with tablets and connect all classrooms
- More about MOOCs and developing countries
- Who owns the laptops and tablets used by students and teachers, and how does this affect their use?
- Teachers, Teaching & ICTs
- Investing in digital teaching and learning resources: Ten recommendations for policymakers
- A few myths and misconceptions about digital teaching and learning materials in Africa
- Calculating the costs of digital textbook initiatives in Africa
- Using video to improve teaching -- and support teachers
- Big educational laptop and tablet projects -- Ten countries to learn from
- 10 principles to consider when introducing ICTs into remote, low-income educational environments
- Videogames and Learning
- The Matthew Effect in Educational Technology
- A different approach to scaling up educational technology initiatives
- Surveying ICT use in education in five Arab States