Behar, Anurag and Mishra, Punya
(2015)
ICTs in schools:
Why focusing policy and
resources on educators,
not children, will improve
educational outcomes.
In:
The global information technology report 2015.
World Economic Forum, pp. 73-78.
ISBN 9789295044487
Abstract
Information and communication technologies (ICTs) have
long been perceived as having the potential to transform
education and student learning, especially in developing
countries. The underlying belief of many initiatives has
been that learning will happen if students and learners
are provided direct access to ICTs. However, despite
years of research, there is little evidence of the value
of these approaches. Ideas such as the massive open
online course (MOOC) and One Laptop Per Child (OLPC)
project were initially hailed as the “next big thing” in
education because they were seen as a way to offer
access to education to all. But most studies show that
these initiatives are failing to deliver: course completion
rates on MOOCs are usually less than 7 percent, often
because of a lack of personal contact.1 A similar cycle
of hype and then disappointment has been seen in the
much-touted Hole-In-The-Wall project. Although a wellintentioned
attempt to deal with the problems of access
and other constraints in developing areas, it has not
been successful in making any lasting or meaningful
educational change.
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