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Top World Bank EduTech Blog Posts of 2012

Michael Trucano's picture
the World Bank EduTech blog - providing our own spin on things since 2009
the World Bank EduTech blog:
providing our own spin on things since 2009

From Africa to China, from the use of mobile phones to a big evaluation report on the OLPC project -- with a short detour down Sesame Street and a bunch of stuff about digital textbooks thrown into the mix -- the World Bank EduTech blog covered a lot of ground in 2012. Begun in 2009 as one of the World Bank's first regular blogs, EduTech has tried to explore issues related to the use of information and communication technologies to benefit education in developing countries via a series of informal posts on a variety of topics, informed by lots and lots (and lots) of discussions with groups in countries around the world doing interesting things. Along the way, we have realized that, for better or worse, and at least with regards to ICT use in education, we are able to connect via the blog with many people in ways that our more traditional (often long, although hopefully not long-winded) formal World Bank publications and dialogues struggle to achieve. By 'thinking aloud in public', we have also tried (in an admittedly very modest way) to use the blog to open up conversations about various themes to wider audiences, and to share emerging thinking and discussions on topics that in the past were often (regrettably) shared only 'behind closed doors' within small circles of people and institutions.

2012 saw the fewest number of discrete posts on the World Bank EduTech blog, and yet the blog as a whole experienced its highest overall readership. While it is flattering that our stuff occasionally (and increasingly) finds good-sized audiences online, we don't put too much stock in individual readership metrics -- nor are we terribly interested in them, to be honest. While we are of course happy with the broad readership that the blog attracts some weeks inside our little niche topic area (while at the start we used to be happy if we could attract 1000 or so readers to a post, in 2012 we would sometimes get that within a few hours of the appearance of a new blog entry), most weeks our target audience is actually just a handful of key decision makers in one place whom we hope to make aware of something that is happening in another part of the world that might be of relevance to their work. So, while it is gratifying to find out that a post was read by 500 or 5000 (or 50,000!) people, in all honesty we are most pleased if it was seen by a target group of people who may actually number only five -- especially if and where it may influence their thinking in a positive and useful way.

We deliberately try not to focus our attention on any one topic for too long (a short attention span no doubt helps in this regard), but rather to highlight research, initiatives, questions and conversations with which we are engaged at a particular point in time, in the hope that doing so in public is useful to other people dealing with similar challenges in their work. As we have done in the past, we thought we'd begin the new year by counting down the list of top EduTech blog posts over the prior 12 months as a sort of quick review for a general audience. Criteria for inclusion are rather idiosyncratic, and include a combination of page views and RSS hits, re-postings in other fora, and related exchanges via email and in person have informed our entirely unscientific attempt to rank-order offerings from 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.

Textbook policies in an increasingly digital age

Michael Trucano's picture

"Should we continue along our current path, or acknowledge that others are blasting off in other directions?The World Bank is revising its Operational Guidelines for Textbooks and Reading Materials [pdf].  Commonly referred to as our 'textbook policy', this is a guidance document for our ‘clients’ and partners in ministries of education and finance, our own staff and (to a lesser extent) broader stakeholder communities interested and involved in the development, procurement, dissemination, and assessment of the use, of learning materials (especially within the context of World Bank-funded projects in the education sector).

The current policy dates from 2002. My first reaction when I heard that the World Bank would be revising its “textbook policy” was to the term itself.  In 2012, surely we should be thinking beyond just 'textbooks', more broadly encompassing a wide variety of educational resources than the traditional conception of a printed book landing with a thud on the desk of a student? Despite regular proclamations from certain quarters about the impending ‘death of the printed book’, printed textbooks – especially in the developing countries where the World Bank is active -- aren’t going away any time soon. That said, there is no doubt that the landscape of and business climate for ‘educational publishers’ is changing radically in much of the world, and that this change is being fueled in large part by the increased distribution and adoption of a variety of disruptive technologies, which are increasingly to be found in schools and local communities, even in some of the poorest.

How might, or should, a new World Bank ‘textbook policy’ be relevant and useful in such a world going forward? How narrowly – or expansively – should it consider its guidance related to learning materials? To what extent should such a policy attempt to signal or highlight the potential relevance or importance of certain trends, approaches or perspectives – especially as they relate to the emergence of a variety of new technologies?

Ten things about computer use in schools that you don't want to hear (but I'll say them anyway)

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I don't want to hear thisAt an event last year in Uruguay for policymakers from around the world, a few experts who have worked in the field of technology use in education for a long time commented that there was, in their opinion and in contrast to their experiences even a few years ago, a surprising amount of consensus among the people gathered together on what was really important, what wasn't, and on ways to proceed (and not to proceed).  Over the past two years, I have increasingly made the same comment to myself when involved in similar discussions in other parts of the world.  At one level, this has been a welcome development.  People who work with the use of ICTs in education tend to be a highly connected bunch, and the diffusion of better (cheaper, faster) connectivity has helped to ensure that 'good practices and ideas' are shared with greater velocity than perhaps ever before.  Even some groups and people associated with the 'give kids computers, expect magic to happen' philosophy appear to have had some of their more extreme views tempered in recent years by the reality of actually trying to put this philosophy into practice.

That said, the fact that "everyone agrees about most everything" isn't always such a good thing.  Divergent opinions and voices are important, if only to help us reconsider why we believe what we believe. (They are also important because they might actually be right, of course, and all of the rest of us wrong, but that's another matter!) Even where there is an emerging consensus among leading thinkers and practitioners about what is critically important, this doesn't mean that what is actually being done reflects this consensus -- or indeed, that this consensus 'expert' opinion is relevant in all contexts.

Top World Bank EduTech blog posts of 2011

Michael Trucano's picture
lots of people celebrating another happy birthday
lots of people celebrating
another happy birthday

We have just completed three years of publishing the World Bank's EduTech blog.  As we did at the end of 2010 and 2009, we have put together a consolidated list of 'top posts' from the last year.  The EduTech blog is meant to provide an informal way to share information about some of the things (projects, challenges, technologies, approaches) that we think might be of interest to a wider audience, especially in so-called "developing countries", hopefully serving in some modest way to promote greater transparency related to some of the sorts of information, conversations and discussions that previously were accessible only to limited groups of stakeholders and partners with whom the World Bank is in regular dialogue.

There is no shortage of blogs that focus on educational technology issues.  The vast majority of the ones available in English are written by and for people working in schools and education systems in the United States, Canada, the UK and other places in Europe, Australia, etc.  While we are certainly happy when *anyone* reads our short weekly posts, this is decidedly *not* our target audience. (People interested in that sort of thing are directed to the lists of excellent educational technology blogs available here.) On the EduTech blog, our goal each week is to "explore issues related to the use of information and communication technologies to benefit education in developing countries", and it is through this prism that we always try to view things. Most posts are actually extensions of, or complements to, on-going conversations that we are having with various groups about particular projects and, truth be told, we often write a post with an explicit target audience of just a handful of people in mind.  That said, we are quite happy that we seem to have found a pretty wide and dedicated weekly readership.
 
International development institutions are often seen as notoriously traditional and hidebound institutions, especially in their embrace of new technologies, and by publishing (nearly) every week, we hope to demonstrate to various partners within the UN and international development community, as well as our partners in government around the world, that it is possible to share information quickly and cheaply with interested groups in ways that are a bit more idiosyncratic, and possibly more interesting, than via a press release touting the achievement of some milestone or a dense paper that goes through a lengthy review process before finding a wider audience.  Both of those mechanisms obviously have their place.  That said, based on personal experience with this blog, I find that the immediacy and wide readership of some blog posts prove useful to advance dialogue on some topics in ways that other 'traditional' publishing mechanisms is less suited to do. (Yes, this may be old news to many readers -- this paragraph isn't directed at you.) Whereas press releases and more formal academic papers often signal the end of a process of some sort, this blog is often used to spark conversation about starting something new, in places where some of the topics or ideas or approaches are not widely known.

So: That's enough preface.  Below is a collection of top posts from 2010.  There were fewer posts to pick from this year, given that we suspended publication for three months due to other commitments (and from sheer exhaustion -- maintaining the blog remains a largely 'extracurricular' activity), but we hope that you found something of interest and relevance to your work.

Top World Bank EduTech blog posts of 2010

Michael Trucano's picture

ten from 2010The World Bank EduTech blog recently had its second birthday.  As we did last year, we thought we'd gather together an idiosyncratic collection of 'top posts' and themes from the past year exploring issues related to the use of information and communication technologies to benefit education in developing countries.

Every week, the blog informally attempts to highlight particular initiatives, studies and emerging trends that we think -- based on regular interactions with government officials, NGOs, researchers and companies active in this area in developing and developed countries around the world -- might be of interest to a wider audience. It is also one small part of a larger movement at the World Bank -- symbolized perhaps most potently by the institution's Open Data initiative -- to provide greater transparency to some of the sorts of information, conversations and discussions that previously were accessible only to limited groups of stakeholders and partners. At least in the case of the World Bank's work related to ICT use in education, blogging has proven to be a useful mechanism to share perspectives and 'think aloud in public' along with our partners, expert practitioners and our critics, as well as with people who are simply interested in a particular topic.

Without further ado ...

Worst practice in ICT use in education

Michael Trucano's picture

doing these things will not make you happyIn business and in international development circles, much is made about the potential for 'learning from best practice'.  Considerations of the use of educational technologies offer no exception to this impulse.  That said, 'best practice' in the education sector is often a rather elusive concept (at best!  some informed observers would say it is actually dangerous).  The term 'good practice' may be more useful, for in many (if not most) cases and places, learning from and adapting 'good' practices is often much more practical -- and more likely to lead to success.  Given that many initiatives seem immune to learning from either 'best' or even 'good' practice in other places or contexts, it may be most practical to recommend 'lots of practice', as there appears to be a natural learning curve that accompanies large scale adoption of ICTs in the education sector in many countries -- even if this means 'repeating the mistakes' of others.

But do we really need to repeat the mistakes of others? If adopting 'best practice' is fraught with difficulties, and 'good practice' often noted but ignored, perhaps it is useful instead to look at 'worst practice'.  The good news is that, in the area of ICT use in education, there appears to be a good deal of agreement about what this is!


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