Use of Information and Communication Technologies in Education : Effectively Integrating Technology in Under-Resourced Education Systems
Education systems in under-resourced environments face several challenges, some of them exacerbated by the COVID-19 pandemic. A possible way to address some of the challenges is to apply information and communication technologies. However, effectiv...
Main Authors: | , |
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Format: | Working Paper |
Language: | English |
Published: |
World Bank, Washington, DC
2021
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Subjects: | |
Online Access: | http://documents.worldbank.org/curated/en/336441618203838356/Use-of-Information-and-Communication-Technologies-in-Education-Effectively-Integrating-Technology-in-Under-Resourced-Education-Systems http://hdl.handle.net/10986/35423 |
Summary: | Education systems in under-resourced
environments face several challenges, some of them
exacerbated by the COVID-19 pandemic. A possible way to
address some of the challenges is to apply information and
communication technologies. However, effectively integrating
technology into education systems is a complex task. In this
paper, factors contributing to successful integration of
technology in education are explored, with a focus on
under-resourced contexts. Case studies of successful
technology implementation in education systems are discussed
and analyzed to identify the factors that drive success. The
analysis is framed using the reform strategy offered by The
World Development Report 2018 (Learning to Realize
Education’s Promise). This is expected to provide
policymakers and practitioners a way to align their
education technology initiatives and strategies with the
larger education reform agenda. Key lessons identified from
the analysis are as follows. First, it is necessary to
articulate what precisely does the technology intervention
change/enable. Second, it is important to better understand
the context to develop technologies and implementation
strategies that fit the operating context. Third, it is
essential to regularly monitor and evaluate programs and to
feed that information into continuously improving design and
implementation. Fourth, through the entire cycle of
technology implementation, stakeholders must be consulted,
understood, and empowered. However small the intervention,
realizing the potential of technology tools in education
requires keeping in mind the big picture offered by these lessons. |
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