EdTech in Developing Countries: A Review of the Evidence
Abstract The emergence of educational technology (“EdTech”) in developing countries has been received as a promising avenue to address some of the most challenging policy questions within educational systems. In this paper, I review and synthesize all existing studies with credible causal identifica...
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Veröffentlicht in: | The World Bank research observer 2022-08, Vol.37 (2), p.171-203 |
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description | Abstract
The emergence of educational technology (“EdTech”) in developing countries has been received as a promising avenue to address some of the most challenging policy questions within educational systems. In this paper, I review and synthesize all existing studies with credible causal identification frameworks of EdTech interventions in developing countries. While other studies review the evidence for EdTech interventions in developed countries, there is currently no equivalent study for developing contexts, in spite of the rising number of studies being produced. I classify studies into four thematic categories based on the type of EdTech intervention analyzed: Access to technology; technology-enabled behavioral interventions; improvements to instruction; and self-led learning. I find that EdTech interventions centered around self-led learning and improvements to instruction are the most effective forms of EdTech at raising learning outcomes. Similarly, technology-enabled behavioral interventions are less promising for generating large effects but highly cost-effective given their typically low marginal costs. Although expanding access to technology alone is not sufficient to improve learning, it is a necessary first step for some other types of interventions. More broadly, the overall success of interventions rests on the thoughtful customization of the EdTech solution to the policy constraints at hand. Finally, EdTech interventions across all thematic areas can and should act as complements by leveraging their respective comparative advantages to address deficiencies within educational systems in developing countries. |
doi_str_mv | 10.1093/wbro/lkab011 |
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The emergence of educational technology (“EdTech”) in developing countries has been received as a promising avenue to address some of the most challenging policy questions within educational systems. In this paper, I review and synthesize all existing studies with credible causal identification frameworks of EdTech interventions in developing countries. While other studies review the evidence for EdTech interventions in developed countries, there is currently no equivalent study for developing contexts, in spite of the rising number of studies being produced. I classify studies into four thematic categories based on the type of EdTech intervention analyzed: Access to technology; technology-enabled behavioral interventions; improvements to instruction; and self-led learning. I find that EdTech interventions centered around self-led learning and improvements to instruction are the most effective forms of EdTech at raising learning outcomes. Similarly, technology-enabled behavioral interventions are less promising for generating large effects but highly cost-effective given their typically low marginal costs. Although expanding access to technology alone is not sufficient to improve learning, it is a necessary first step for some other types of interventions. More broadly, the overall success of interventions rests on the thoughtful customization of the EdTech solution to the policy constraints at hand. Finally, EdTech interventions across all thematic areas can and should act as complements by leveraging their respective comparative advantages to address deficiencies within educational systems in developing countries.</description><identifier>ISSN: 0257-3032</identifier><identifier>EISSN: 1564-6971</identifier><identifier>DOI: 10.1093/wbro/lkab011</identifier><language>eng</language><publisher>Oxford University Press</publisher><subject>Bildung/Erziehung ; Bildungsniveau/Ausbildungsstand ; Bildungsziele ; Capacity Building ; E-Learning ; Entwicklungsländer ; Informations-/Kommunikationstechnologie ; Technologische Entwicklung</subject><ispartof>The World Bank research observer, 2022-08, Vol.37 (2), p.171-203</ispartof><rights>The Author(s) 2021. Published by Oxford University Press on behalf of the International Bank for Reconstruction and Development / THE WORLD BANK. 2022</rights><rights>World Bank</rights><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c4221-b2fd0416647619a93b8b2677de261f2a8cfab53291ef2869899f4543335d52013</citedby><cites>FETCH-LOGICAL-c4221-b2fd0416647619a93b8b2677de261f2a8cfab53291ef2869899f4543335d52013</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,1584,27924,27925</link.rule.ids></links><search><creatorcontrib>Rodriguez-Segura, Daniel</creatorcontrib><title>EdTech in Developing Countries: A Review of the Evidence</title><title>The World Bank research observer</title><description>Abstract
The emergence of educational technology (“EdTech”) in developing countries has been received as a promising avenue to address some of the most challenging policy questions within educational systems. In this paper, I review and synthesize all existing studies with credible causal identification frameworks of EdTech interventions in developing countries. While other studies review the evidence for EdTech interventions in developed countries, there is currently no equivalent study for developing contexts, in spite of the rising number of studies being produced. I classify studies into four thematic categories based on the type of EdTech intervention analyzed: Access to technology; technology-enabled behavioral interventions; improvements to instruction; and self-led learning. I find that EdTech interventions centered around self-led learning and improvements to instruction are the most effective forms of EdTech at raising learning outcomes. Similarly, technology-enabled behavioral interventions are less promising for generating large effects but highly cost-effective given their typically low marginal costs. Although expanding access to technology alone is not sufficient to improve learning, it is a necessary first step for some other types of interventions. More broadly, the overall success of interventions rests on the thoughtful customization of the EdTech solution to the policy constraints at hand. Finally, EdTech interventions across all thematic areas can and should act as complements by leveraging their respective comparative advantages to address deficiencies within educational systems in developing countries.</description><subject>Bildung/Erziehung</subject><subject>Bildungsniveau/Ausbildungsstand</subject><subject>Bildungsziele</subject><subject>Capacity Building</subject><subject>E-Learning</subject><subject>Entwicklungsländer</subject><subject>Informations-/Kommunikationstechnologie</subject><subject>Technologische Entwicklung</subject><issn>0257-3032</issn><issn>1564-6971</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2022</creationdate><recordtype>article</recordtype><recordid>eNp90EtLAzEQwPEgCtbqzQ-Qk15cm8duNvFW1vqAgiD1vCS7E5t2TUrSB357W7YgePA0lx8z_Aeha0ruKVF8tDMxjLqlNoTSEzSghcgzoUp6igaEFWXGCWfn6CKlBSFEkFwNkJy0M2jm2Hn8CFvowsr5T1yFjV9HB-kBj_E7bB3scLB4PQc82boWfAOX6MzqLsHVcQ7Rx9NkVr1k07fn12o8zZqcMZoZZluSUyHyUlClFTfSMFGWLTBBLdOysdoUnCkKlkmhpFI2L3LOedEWjFA-RHf93iaGlCLYehXdl47fNSX1obo-VNfH6j3HPYcmeJd-sTx8Q3Ih9-SmJ7sQu9Zov6wXYRP9vuLvrtsehs3q_6s_Athv0A</recordid><startdate>202208</startdate><enddate>202208</enddate><creator>Rodriguez-Segura, Daniel</creator><general>Oxford University Press</general><general>World Bank</general><scope>OQ6</scope><scope>AAYXX</scope><scope>CITATION</scope></search><sort><creationdate>202208</creationdate><title>EdTech in Developing Countries: A Review of the Evidence</title><author>Rodriguez-Segura, Daniel</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c4221-b2fd0416647619a93b8b2677de261f2a8cfab53291ef2869899f4543335d52013</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2022</creationdate><topic>Bildung/Erziehung</topic><topic>Bildungsniveau/Ausbildungsstand</topic><topic>Bildungsziele</topic><topic>Capacity Building</topic><topic>E-Learning</topic><topic>Entwicklungsländer</topic><topic>Informations-/Kommunikationstechnologie</topic><topic>Technologische Entwicklung</topic><toplevel>online_resources</toplevel><creatorcontrib>Rodriguez-Segura, Daniel</creatorcontrib><collection>ECONIS</collection><collection>CrossRef</collection><jtitle>The World Bank research observer</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Rodriguez-Segura, Daniel</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>EdTech in Developing Countries: A Review of the Evidence</atitle><jtitle>The World Bank research observer</jtitle><date>2022-08</date><risdate>2022</risdate><volume>37</volume><issue>2</issue><spage>171</spage><epage>203</epage><pages>171-203</pages><issn>0257-3032</issn><eissn>1564-6971</eissn><abstract>Abstract
The emergence of educational technology (“EdTech”) in developing countries has been received as a promising avenue to address some of the most challenging policy questions within educational systems. In this paper, I review and synthesize all existing studies with credible causal identification frameworks of EdTech interventions in developing countries. While other studies review the evidence for EdTech interventions in developed countries, there is currently no equivalent study for developing contexts, in spite of the rising number of studies being produced. I classify studies into four thematic categories based on the type of EdTech intervention analyzed: Access to technology; technology-enabled behavioral interventions; improvements to instruction; and self-led learning. I find that EdTech interventions centered around self-led learning and improvements to instruction are the most effective forms of EdTech at raising learning outcomes. Similarly, technology-enabled behavioral interventions are less promising for generating large effects but highly cost-effective given their typically low marginal costs. Although expanding access to technology alone is not sufficient to improve learning, it is a necessary first step for some other types of interventions. More broadly, the overall success of interventions rests on the thoughtful customization of the EdTech solution to the policy constraints at hand. Finally, EdTech interventions across all thematic areas can and should act as complements by leveraging their respective comparative advantages to address deficiencies within educational systems in developing countries.</abstract><pub>Oxford University Press</pub><doi>10.1093/wbro/lkab011</doi><tpages>33</tpages></addata></record> |
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source | Oxford University Press Journals All Titles (1996-Current); EZB-FREE-00999 freely available EZB journals |
subjects | Bildung/Erziehung Bildungsniveau/Ausbildungsstand Bildungsziele Capacity Building E-Learning Entwicklungsländer Informations-/Kommunikationstechnologie Technologische Entwicklung |
title | EdTech in Developing Countries: A Review of the Evidence |
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