Promises and Pitfalls of EdTech Initiatives for Enhancing Teaching and Learning in Low-Resource Contexts

• In Event: International Perspectives on School Improvement: Sharing Innovation, Borrowing Policy

Abstract

Large-scale investment in educational technology (EdTech) in low- and middle-income countries (LMICs) aims to accelerate progress towards UNESCO’s Sustainable Development Goal 4 (SDG4). The promise for reaching marginalized communities and increasing equity appeals. Yet, little significant, systemic or sustained impact on learning outcomes is evident (Muyoya, et al., 2016; OECD, 2015). Initiatives are fragmented and not underpinned by rigorous, theory-informed research or impact evaluation (e.g. Haßler, et al., 2016). Significant unintended harm derives from biased, instrumental evaluations neglecting interpretive or emancipatory concerns and genuine critical inquiry (Friesen, 2009; Selwyn, 2015).

Author

• Sara Hennessy, University of Cambridge