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Digital Promises and Analogue Realities: Educational Technologies in Resource-Limited Settings

Tue, March 25, 4:30 to 5:45pm, Palmer House, Floor: 7th Floor, LaSalle 1

Group Submission Type: Formal Panel Session

Proposal

This panel explores the intersection between educational technology and resource-constrained environments, with a particular focus on Sub-Saharan Africa. While digital education technologies are often hailed as game-changers for improving educational outcomes, the realities of implementing such tools in resource-limited settings often fall short of their promises. This session aims to assess the utilization and impact of these technologies by examining case studies from various developing countries. By highlighting both successes and challenges, the panel will offer a comprehensive understanding of how digital tools can—or cannot—overcome infrastructural, economic, and policy barriers to improving education.
Technology has become a crucial tool in education, providing access to millions of learners worldwide. It offers the potential to bridge gaps in access, particularly for disadvantaged and rural populations, where traditional educational infrastructure may be lacking. The proliferation of affordable technologies such as radio, television, and online platforms has demonstrated that digital tools can reach underprivileged students and improve learning outcomes. However, as highlighted in the Global Education Monitoring Report in 2023, this potential is not equally distributed.
While technology can enhance access, the affordability of assistive technologies and the need for specialized teacher training to effectively use these tools continue to exacerbate inequities. For marginalized groups, such as children in rural communities, students with disabilities, and girls, the gap in access to digital learning tools is particularly stark. Addressing this issue requires more than just distributing devices; it necessitates a comprehensive approach that includes infrastructure development, teacher training, and the implementation of inclusive technologies that are adaptable to local contexts.
The COVID-19 pandemic demonstrated the dual-edged nature of technology in education. While it provided a lifeline for many students during school closures, it also exposed the risks of over-reliance on digital tools, particularly when not accompanied by sound pedagogical practices. Disengagement and distraction were common challenges, especially in settings where digital literacy was low among teachers and students. Moving forward, the effectiveness of educational technology will depend on how well it is integrated into existing pedagogical frameworks and supported by adequate teacher training and infrastructure.
The use of technology in managing education data offers significant opportunities for improving education outcomes through data-driven decision making. Since the 1990s, the inclusion of data and statistics in education policies has surged, signaling an increased recognition of the importance of data in improving education management. However, as the Global Education Monitoring Report notes, only 54% of countries have adopted unique student identification mechanisms, which are essential for tracking student progress and ensuring accountability.
This panel will synthesize these insights to provide a nuanced understanding of how digital technologies can both advance and hinder educational equity and inclusion in resource-constrained environments. The panel will focus on several key themes. First, it will explore the infrastructural and contextual challenges that often impede the success of digital education technologies in resource-limited settings, such as unreliable electricity, limited internet access, and the need for localized digital content. Drawing on the case studies from Niger, Ethiopia, and Uganda, the panel will highlight how innovative, context-appropriate solutions—such as low-tech short text messages (SMS) systems, digital learning labs, and mobile data collection—have been employed to overcome these barriers and improve educational outcomes.
Second, the panel will assess the roles played by various stakeholders, including governments, international NGOs, and local communities, in either supporting or hindering the adoption of digital education technologies. Presentations will emphasize how local engagement and partnerships between community members, educators, and development organizations are critical to the successful implementation and sustainability of these interventions.
Third, the panel will discuss strategies for sustaining and scaling EdTech interventions in resource-constrained environments. The presentations will reflect on how the lessons learned from these case studies can inform the development of scalable models that maintain sensitivity to the unique cultural and socio-economic contexts of each region. Special attention will be given to how policies and partnerships can ensure the equity and inclusivity of digital education solutions, particularly for marginalized groups such as children with disabilities and those in remote areas.
The goal of this panel is to deepen our understanding of the dynamics that shape the success or failure of EdTech interventions in resource-limited settings. By bringing together a diverse group of experts and practitioners, we aim to foster a productive dialogue that can inform future strategies for implementing digital education technologies in similar contexts. The session will open with a brief introduction, followed by presentations from each panelist. A Q&A session with audience participation will follow the presentations, and the session will conclude with a summary of key insights and actionable strategies by the chair.

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