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East Asia and Pacific

Edtech and MOOC Times in China

Michael Trucano's picture
The Chinese word for MOOC is ... MOOC
The Chinese word for MOOC is ... MOOC

If you want to see the future of online education, lots of people will tell you to head out to Silicon Valley or New York City or Cambridge (either of them) or London -- or to some other ('highly developed') place that tends to be written about by the (English-speaking) press. Fair enough: You can find lots of cool stuff going on in such locations.

I tend to think that it can be even more interesting to talk with local groups and people exploring 'innovation at the edges', especially those who are trying to solve educational challenges in places outside of the 'highly developed industrialized economies' of North America and Europe, Australia and Japan. If you believe that some of the most interesting innovations emerge at the edges, talking with NGOs, start-ups and companies in places like Nairobi or Cape Town, Mumbai or Bangalore, Jakarta or Karachi, who are trying to address educational needs, contexts and challenges of a different nature and magnitude than one finds in, say, Germany or Canada or Korea, can be pretty eye-opening. Observing what is happening in 'developing countries' -- where, after all, most of the world lives -- can provide a quite different perspective on what the 'future of education' might look like. This is especially the case in places where people are not trying to port over educational applications, content and experiences developed e.g. for desktop PCs and laptops, but are rather pursuing a mobile first approach to the use of technologies in education.

If you want to get a glimpse of what the (or at least "a") future of online education might look like in much of the world, you might want to direct your gaze to consider what's happening in a place that combines attributes from, and shares challenges with, education systems in both 'highly developed' and 'less developed' countries, somewhere with a significant urban population as well as large populations in rural areas. A place, in other words, like ... China.

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Top World Bank EduTech blog posts of 2014

Michael Trucano's picture
by my calculations ... it's time for another annual round-up!
by my calculations ... it's time for another annual round-up!

Since 2009, the World Bank's EduTech blog has attempted to "explore issues related to the use of information and communications technologies (ICTs) to benefit education in developing countries".

While the 30+ posts in 2014 spanned a wide range of topics, a few themes emerged again and again. The emerging relevance and use of mobile phones (in various ways and to various ends) in the education sector continued to be a regular area of discussion, as were efforts to collect (more, better) data to help us understand what is actually happening around the world related to technology use in education, with a specific interest in circumstances and contexts found in middle and low income 'developing' countries.

While technology use is typically considered a characteristic of more 'advanced' countries and education systems, the EduTech blog deliberately sought in 2014 to complicate this belief and bias a bit by looking at efforts specifically meant to be relevant (and which were in some cases indigenous) to some of the 'least advanced' places in the world.

Before getting on to this year's 'top ten' list, a few reminders (which might be familiar to some of you who have read the earlier annual EduTech blog round-ups: I've copied some of this verbatim):

  • Posts on the EduTech blog are not meant to be exhaustive in their consideration of a given topic, but rather to point to interesting developments and pose some related questions that might be of interest.
  • These blog posts should not be mistaken for peer-reviewed research or World Bank policy papers (although some of the content may later find its way into such publications). The views expressed on the EduTech blog are those of the author(s) alone, and not those of the World Bank. (In other words: Blame the guy who wrote them, and not his bosses or institution, for anything you find inaccurate or disagreeable here.)
  • The blog itself is animated by a belief that, by 'thinking aloud in public', we can try (in an admittedly very modest but hopefully useful way) to open up conversations about various themes to wider audiences, sharing emerging thinking and discussions on topics that often have been, and regrettably often remain, discussed largely 'behind closed doors' within small circles of people and institutions.

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OK, now on to the ...

Ten observations about 1-to-1 educational computing efforts around the world

Michael Trucano's picture
I do not fear computers,  I fear the lack of them
I do not fear computers,  I fear the lack of them

This year's Global Symposium on ICT use in education in Gyeongju, Korea focused on "Transforming Education with 1:1 Computing: Learning from Practical Experiences in Providing Students with Their Own Individual Computing Devices".

Many countries are investing enormous amounts of resources and effort to increase the availability of information and communication technologies (ICTs) across their education systems. So-called "1-to-1 computing" initiatives are increasingly prominent as part of such efforts. In some places these are important components of larger educational reform processes that seek to enable and support teaching and learning processes in ways both mundane and profound, traditional and (to adopt a common related buzzword) transformative. In other places these are largely 'hardware dumps', dropping in lots of shiny new devices with little attention to how to integrate them into teaching and learning practices. Common to both circumstances is often an intense belief that 'change' of some sort is necessary if students are to be able to thrive in increasingly technology-saturated, and technology-determined, global economies and societies. While the vision behind many large-scale 1-to-1 educational computing projects may be rather hazy or muddled, they do represent potent symbols for change in many countries. Even if the end goals are not always clearly defined, these efforts are in part a reflection of the belief, as proclaimed by one participant at this year global symposium, that "the status quo is more dangerous than the unknown".

To help set the stage for the discussions that were to follow, I opened the first session at this year's global symposium on ICT use in education by sharing a short series of general, broad observations about trends and lessons from 1-to-1 educational computing efforts around the world. In case they might be of any interest or utility to a wider audience, I thought I would share them here on the EduTech blog. These comments are not meant to be comprehensive in scope, nor are they meant to be focused (like so much of the research and rhetoric around 1-to-1 easily available on the Internet) on the experiences and realities of what 1-to-1 currently looks like in 'highly developed' countries (especially the United States).

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Trends and Lessons from
1-to-1 Educational Computing Efforts Around the World:
Ten observations

1-to-1 Educational Computing -- A report from Korea

Michael Trucano's picture
no, we are talking about  1-to-1 (educational computing), not (five) won to Juan (Mata)
no, we are talking about
'1-to-1' (educational computing),
not (five) 'won to Juan' (Mata)

Not too long ago I did some advisory work in a country considering the purchases of lots of educational tablets. Previously this country had funded lots of computer labs in schools, but they had experienced great difficulties in integrating these facilities into 'normal' teaching and learning activities. Buying devices as part of a '1-to-1 educational computing' initiative, it was felt, would get around many of the difficulties they had experienced with desktop computers in dedicated school computer labs. (I had my doubts about this.)

When observing a class, I noticed that all of the students had the same backpacks. "What's up with that?", I asked.

"Oh, it is very interesting," came the reply. "Those backpacks are purchased by the state for use by low income students. You can see from the fact that all of these backpacks are in the room that the children here are from very low socio-economic levels in society."

I then asked how many of the students had a phone in their backpack. All of them but one (who said he forgot his at home, someone else told me later it had been stolen) said that they did, and most students pulled them out to show me.

After asking a few follow-up questions about what they did with them (Facebook! and texting! were the two most common answers) and once class had resumed, I turned to my counterparts in government and observed that I also "found this all very interesting. You are going to buy lots of small computing devices for these students to use by spending public funds, in part because they are not using the devices that you purchased for them before. Despite the fact they are all poor enough to qualify to receive free government backpacks, all of their families have somehow found the money to buy them mobile phones, which they obviously all use quite heavily. Have you thought about taking advantage of this personal computing infrastructure that is already installed in the pockets and pocketbooks (or backpacks) of the students, and orienting some your investments for different purposes, like upgrading connectivity and/or spending more funds on content and/or training?"

This phenomenon, known as 'bring your own device' (BYOD) or 'bring your own technology (BYOT) in educational technology circles, was just one of many topics discussed and debated at the most recent Global Symposium on ICT Use in Education, which took place in the provincial Korean city of Gyeongju.

Surveying ICT use in education in Asia

Michael Trucano's picture
we're not all uniform in our use of ICTs
we're not all uniform in our use of ICTs

If you've ever been involved in discussions about current uses of technology in education -- and, given that you are currently reading a post on the World Bank's EduTech blog, it's probably safe to assume that you have -- you've probably noticed that, at some point in the back-and-forth, someone will inevitably be unable to resist talking about what's coming next. The history of technology use in education is, in part, a history of predictions about the use of technology in the future.

For the past few decades, many people around the world have almost instinctively looked toward Asia to get glimpses and insight into what the next wave of consumer technologies might look like and do, and how young people might use them. From the 'computer nerds' who frequented the Akihabara section of Tokyo in the 1980s to the young Filipinos whose affinity for SMS earned their country its designation as the 'texting capital of the world' around the turn of the century to today's designation of Indonesia as the 'social media capital of the world', the center of gravity for emerging uses of new technologies by young people has often been in the East. It is indeed no coincidence that the World Bank has co-sponsored an annual event bringing education policymakers to Seoul each fall to help discuss and plan for their country's potential uses of new technologies in schools in the future.

Of course, the stereotypically tech-savvy, mobile-phone wielding, hyper-connected youth in the big cities of East Asia, reviewing vocabulary on their smartphones while commuting on the subway or studying to the wee hours of the night on broadband connections at home, occupy one end of a very wide and diverse spectrum. Rural youth for whom the Internet is more aspiration than avocation and whose schools may not even have electricity, let alone a computer, or for whom 'computer time' means the two hours a month spent in a crowded school computer lab learning how to use a word processing program while waiting, waiting, waiting for their desperately slow Internet connection to bring up a single web page: Such young people and circumstances represent the reality of current technology use in education across Asia as well.

If we hypothesize that many future uses of technology in education might first appear in Asia, where might we want to look to get some first glimpses as what is likely to come to our own schools (wherever they may be)? If you want to know what a place might look like tomorrow, a good place to start might be by looking at what things look like there today.  With that in mind:

How and to what extent are countries across Asia currently utilizing information and communication technologies (ICTs) in their education systems?

Two recent publications from UNESCO provide much useful data and documentation to help those trying to come up with possible answers to this question.

Promoting literacy with mobile phones in rural Papua New Guinea

Michael Trucano's picture
hey, my ears are ringing -- might that be the Ministry of Education calling with today's lesson?
hey, my ears are ringing --
might that be the Ministry of Education
calling with today's lesson?

Last year I spent some time in Papua New Guinea (or PNG, as it is often called), where the World Bank is supporting a number of development projects, and has activities in both the ICT and education sectors. For reasons historical (PNG became an independent nation only in 1975, breaking off from Australia), economic (Australia's is by far PNG's largest export market) and geographical (the PNG capital, Port Moresby, lies about 500 miles from Cairns, across the Coral Sea), Australia provides a large amount of support to the education sector in Papua New Guinea, and I was particularly interested in learning lessons from the experiences of AusAid, the (now former) Australian donor agency.

For those who haven't been there: PNG is a truly fascinating place. It is technically a middle income country because of its great mineral wealth but, according to the Australian government, "Despite positive economic growth rates in recent years, PNG’s social indicators are among the worst in the Asia Pacific. Approximately 85 per cent of PNG’s mainly rural population is poor and an estimated 18 per cent of people are extremely poor. Many lack access to basic services or transport. Poverty, unemployment and poor governance contribute to serious law and order problems."

Among other things, PNG faces vexing (and in some instances, rather unique) circumstances related to remoteness (overland travel is often difficult and communities can be very isolated from each other as a result; air travel is often the only way to get form one place to another: with a landmass approximately that of California, PNG has 562 airports -- more, for example, than China, India or the Philippines!) and language (PNG is considered the most linguistically diverse country in the world, with over 800 (!) languages spoken). The PNG education system faces a wide range of challenges as a result. PNG ranks only 156th on the Human Development Index and has a literacy rate of less than 60%.  As an overview from the Australian government notes,

"These include poor access to schools, low student retention rates and issues in the quality of education. It is often hard for children to go to school, particularly in the rural areas, because of distance from villages to schools, lack of transport, and cost of school fees. There are not enough schools or classrooms to take in all school-aged children, and often the standard of school buildings is very poor. For those children who do go to school, retention rates are low. Teacher quality and lack of required teaching and educational materials are ongoing issues."

[For those who are interested, here is some general background on PNG from the World Bank, and from the part of the Australian Department of Foreign Affairs and Trade that used to be known as AusAid, a short report about World Bank activities to support education in PNG from last year and an overview of the World Bank education project called READ PNG.]

If you believe that innovation often comes about in response to tackling great challenges, sometimes in response to scarcities of various sorts, Papua New Guinea is perhaps one place to put that belief to the test.
 

Given the many great challenges facing PNG's education sector,
its low current capacity to meet these challenges,
and the fact that 'business as usual' is not working,
while at the same time mobile phone use has been growing rapidly across society,
might ICTs, and specifically mobile phones,
offer new opportunities to help meet many long-standing, 'conventional' needs
in perhaps 'unconventional' ways?

A small research project called SMS Story has been exploring answers to this question.

Top World Bank EduTech Blog Posts of 2013

Michael Trucano's picture
will it ever end? five years of the World Bank's EduTech blog
will it ever end? five years of the World Bank's EduTech blog

2013 marked the fifth year of the World Bank's EduTech blog, which has been dedicated to "exploring issues related to the use of information and communications technologies (ICTs) to benefit education in developing countries". The posts in 2013 spanned a rather eclectic set of topics and issues, from MOOCs to mobile phones to Matthew Effects (and those are just the 'M's!). Viewed collectively, it is hoped that these posts provide a little insight into the variety of discussions and activities in which the World Bank has been engaged over the past year, assisting policymakers and practitioners in middle and low income countries as they investigate how new technologies can help education systems tackle long-standing challenges in new (and sometimes not-so-new) ways.

As in past years, in 2013 the EduTech blog served various purposes, but has remained at its core driven by a belief that by 'thinking aloud in public', we can try (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. There were fewer (27) posts over the course of the year, but many of them were much longer (some may argue that many of them were in fact too long, and indeed a number of them served as first drafts of sorts for upcoming papers and book chapters).

Before presenting this year's 'top ten' list, some quick boilerplate reminders: Posts on the EduTech blog are not meant to be exhaustive in their consideration of a given topic, but rather to point to interesting developments and pose some related questions. They should not be mistaken for peer-reviewed research or World Bank policy papers. The views expressed on the EduTech blog are those of the author(s) alone, and not those of the World Bank.

For those interested in such things:
 - More background and context on the World Bank's EduTech blog 
 - Top EduTech blog posts: 2012 - 2011 - 2010 - 2009
 - Annual EduTech blog compilations (in pdf): 2012 - 2011 - 2010 - 2009
 - A list of the top EduTech blog posts of all time can be found on this page

OK, now on to the ...
 

Teachers, Teaching & ICTs

Michael Trucano's picture
it's part art, part craft ... and there's some science in there too
it's part art, part craft ...
and there's some science in there too

For the past seven years, the Korean Education & Research Information Service (KERIS) has hosted an annual global symposium on ICT use in education, bringing senior policymakers and practitioners from around the world to Seoul to share emerging lessons from attempts to introduce and utilize information and communications technologies to help meet a wide variety of goals in the education sector. Each year this event, which is one important component of a strong multi-year partnership between the World Bank education sector and the Korean Ministry of Education, focuses on one particular theme. This year's symposium examined the 'changing role of teachers' and featured presentations from, and discussions with, policymakers from 22 countries. This was also the dominant theme of the first global symposium back in 2007 -- but, oh my, how the nature and content of the discussions have changed!

At that first symposium, much of the talk from policymakers in middle and low income countries was still of promise and potential, of the need to begin preparing for what was inevitably going to come. Where there were specific lessons and models and research to share, these were largely those from places like the United States, the UK, Australia -- and of course from Korea itself! For most of the policymakers from middle and low income countries participating in the event, helping to prepare and support teachers as they sought to use ICTs in various ways in support of their teaching, and to support student learning, was something being explored in various 'pilot' activities, and a topic perhaps given some (at least rhetorical) attention in national education policy documents. It wasn't yet a real area of large and sustained activity and expenditure -- largely because there just weren't that many computers in most schools, and what computers that were present were mostly to be found in computer labs, presided over by 'computer teachers' of various sorts. As this year's event made clear, the introduction of PCs, laptops, tablets, and interactive whiteboards is something that is now happening *right now* in very large numbers in countries of all sorts, and ministries of education are ramping up and reforming their teacher training efforts as a result.

A few quick highlights from this year's symposium:

Using video to improve teaching -- and support teachers

Michael Trucano's picture
smile and say 'PISA!'
smile and say 'PISA!'

Much of the discussion related to how new technologies can be used in classrooms in low and middle income countries focuses on the use of PCs, desktops and tablets. Less discussed, I often find, is the strategic potential of various so-called peripheral devices, which are (in my experience) typically only considered within the context of how they can be used to enhance or extend the functionality of the 'main' computing devices available in schools.

Many education systems (for better or for worse) have specific 'hardware' budgets, and, when they are looking to tap these budgets to introduce more hardware into schools, in my experience they often look to buy more of what they already have, supplemented in places by things like interactive whiteboards, or networked printers, as a complement to what is already available in a school.

When talking with educational planners contemplating how to use funds specifically dedicated to purchase computer hardware, I often counsel them to think much more broadly about what they may wish to buy with these monies, within a larger context of discussing things like how such equipment can be utilized to meet larger educational objectives, what sorts of training and maintenance support may be needed, and how the use of this technology can complement other, non-technology-enabled activities in a classroom. As part of such discussions, I often find myself attempting in various ways to challenge policymakers and planners to think beyond their current models for technology use.

One general type of gadget that I only rarely hear discussed is so-called 'probeware', which refers to set of devices which are typically used in science classes to measure various things -- temperature, for example, or the pH level of soil, or the salinity of water. Despite the increasing emphasis in STEM subjects in many countries, and what is often a rhetorical linkage between the use of computers in schools and STEM topics, I rarely find that World Bank client countries are considering the widespread use of probeware in a strategic way as part of their discussions around ICT use in schools. That said, one suspects that such an interest is coming, especially once the big vendors direct more of their attentions to raising awareness among policymakers in such places (much like the interactive whiteboard vendors began to do a half-decade or so ago).

While probeware is a new type of peripheral for many education policymakers, there is another peripheral that policymakers are already quite familiar with, and which is already used in ad hoc ways in many schools, but which rarely seems to be considered at a system level for use in strategic ways. Once you have a critical mass of computers is in place, and in place of buying one additional PC, might it be worth considering (for example) utilizing video cameras instead? Video can be put to lots of productive uses (and some perhaps not-so-productive uses). Considering three concrete examples from around the world may shed some light on how video can be used to improve teaching -- and support teachers.

Citizens’ Monitoring of the Education Sector in the Philippines

Michael Trucano's picture
let's all jump on and have a look inside and see what we might see
let's all jump on and have a look inside
and see what we might see

I have recently been involved in discussions with three countries that are considering *huge* new investments to introduce lots of new technologies in their primary and secondary education systems. Such discussions typically focus quite a bit on what technologies will be purchased; what additional products, services and support will need to be provided if the technology is to be used effectively; and how to pay for everything. Increasingly (and encouragingly), there is also talk of how to measure the impact of these sorts of investments. To measure 'impact' (however you choose to define it), you of course need to know what has actually happened (or not happened). When you are putting computers in all schools, or rolling out lots of new digital learning content, or training lots of teachers, how do you know that these sorts of things are actually taking place?

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