essay on technology used in education

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Technology In Education Essay

Essay On Technology In Education- Technology makes education very easy. Technology is now very essential to maintaining society, and it will definitely have an impact on education. In today's life, technology has made study easier. Here are 100, 200 and 500 word essays on Technology In Education

Technology plays a huge part in education. The students' learning process gets simpler as technology advances. Students can easily learn the concepts thanks to technologies utilised in schools and universities, such as computer labs and high-end equipment and instruments. In today's life, technology has made study easier. Here are some sample essays on Technology In Education

100 Words Essay On Technology In Education

Technology makes education very easy. Technology is now essential to maintaining society, and it will definitely have an impact on education. Previously teachers didn't allow students to use technology in education. Today's everything is connected to technology including education,communication, etc. Although technology has been a part of our lives for many years, the development and use of technology in education have only lately started to take shape. One of the most crucial things we have now that can help students perform better academically is technology. As technology advances, it creates new opportunities for students to interact and learn through a variety of sources. Online classes are the best example of technology.

200 Words Essay On Technology In Education

The word "technology" is derived from the Greek word "tekhnologia," where "tekh" signifies an art, a skill, etc., and "logy" defines a subject of interest. Technology makes our tasks easy and makes life easy. Today, technology plays a significant role in our lives and offers a digital platform. The term "smart classes" is being used increasingly in schools and colleges, and these classes are the best use of technology.

Technology And Education

Technology made education easy and attractive. Students study because of technology with their mobile phones and laptops.

By using technology, online classes have started, and students love doing smart classes.

Technology keeps students updated on the world and shows the right direction to do good in education.

Through technology, students can read newspapers daily wise. Technology made education easy and attractive.

From technology, schools make their app and take attendance online, which helps the environment also by not using paper and pen.

Technology attracts children more, which helps them to choose their path.

Education should not be done with only books; students should get a chance to explore their knowledge and try something new. Technology is the best thing to explore. By using technology, students' knowledge will grow faster than before.

500 Words Essay On Technology In Education

Technology has become an integral part of education because of different apps and websites. Nowadays, if you want to clear your doubts or to know your syllabus, everything is available online. Nowadays, education is nothing without technology.

Is Technology Helpful In Education?

Yes, technology is helpful to education. Nowadays, you will see the difference in how technology has changed teaching. In older days, students read from their books, and if they faced any problem, they would ask their teachers the next day at school or for tuition.

But nowadays, students clear their doubts by using apps and websites. Due to technology, they can also ask a question or can have live interaction with their teachers personally. Education has progressed a lot.

Technology has made education easy, and today we have multiple options to clear our doubts and interact online with our teachers. Nowadays, we have easy access to the internet, and other helping apps have made education accessible and exciting.

Technology is essential for students. Parents and teachers should permit their children to use technology for their students because time has changed, and the mode of education should also be changed. Students should be given a chance to learn something new and exciting and technology makes it possible.

Different Technologies for Education

Many devices make education easier for students and clear students' doubts. Some of them are-

Laptops | One of the best tools for learning is a laptop. You can obtain information on the Internet either in written form, video form, or audio form. On several applications and websites, you can find tutors who can give you a thorough explanation. Students can acquire extensive information and have their questions answered thanks to it. You may effortlessly visit several educational portals using a laptop.

Smartphone | Smartphones are smaller versions of laptops; you can use them more easily than laptops and take them with you wherever you go. It is user-friendly due to its compact size and simple internet connection. Students can speak with their teacher about questions using a smartphone. Many students have smartphones, which they use for academic purposes. Numerous apps were available for students on mobile devices.

Kindle for Textbooks | Kindle Textbooks are a type of online book. Kindle books are available at half the price of paper books. This helps to reduce the production of paper, which allows our environment and online books to be easily stored. Kindle Textbooks are popular these days. Many students use them.

My Experience

From the 12th standard, I used a smartphone and laptop for education. Technology makes study easier. When I didn't understand something from school, I used to look for those online and try to clear all my doubts by watching topic specific videos. In my school days, I learned different crafts and drawing skills by watching videos online. I used to take help from online videos to understand many science experiments and easy tricks to solve various mathematical questions. Technology in education is perfect for the future because the use of technology in education will bring a drastic change in our education system.

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Data Administrator

Database professionals use software to store and organise data such as financial information, and customer shipping records. Individuals who opt for a career as data administrators ensure that data is available for users and secured from unauthorised sales. DB administrators may work in various types of industries. It may involve computer systems design, service firms, insurance companies, banks and hospitals.

Bio Medical Engineer

The field of biomedical engineering opens up a universe of expert chances. An Individual in the biomedical engineering career path work in the field of engineering as well as medicine, in order to find out solutions to common problems of the two fields. The biomedical engineering job opportunities are to collaborate with doctors and researchers to develop medical systems, equipment, or devices that can solve clinical problems. Here we will be discussing jobs after biomedical engineering, how to get a job in biomedical engineering, biomedical engineering scope, and salary.

Ethical Hacker

A career as ethical hacker involves various challenges and provides lucrative opportunities in the digital era where every giant business and startup owns its cyberspace on the world wide web. Individuals in the ethical hacker career path try to find the vulnerabilities in the cyber system to get its authority. If he or she succeeds in it then he or she gets its illegal authority. Individuals in the ethical hacker career path then steal information or delete the file that could affect the business, functioning, or services of the organization.

GIS officer work on various GIS software to conduct a study and gather spatial and non-spatial information. GIS experts update the GIS data and maintain it. The databases include aerial or satellite imagery, latitudinal and longitudinal coordinates, and manually digitized images of maps. In a career as GIS expert, one is responsible for creating online and mobile maps.

Data Analyst

The invention of the database has given fresh breath to the people involved in the data analytics career path. Analysis refers to splitting up a whole into its individual components for individual analysis. Data analysis is a method through which raw data are processed and transformed into information that would be beneficial for user strategic thinking.

Data are collected and examined to respond to questions, evaluate hypotheses or contradict theories. It is a tool for analyzing, transforming, modeling, and arranging data with useful knowledge, to assist in decision-making and methods, encompassing various strategies, and is used in different fields of business, research, and social science.

Geothermal Engineer

Individuals who opt for a career as geothermal engineers are the professionals involved in the processing of geothermal energy. The responsibilities of geothermal engineers may vary depending on the workplace location. Those who work in fields design facilities to process and distribute geothermal energy. They oversee the functioning of machinery used in the field.

Database Architect

If you are intrigued by the programming world and are interested in developing communications networks then a career as database architect may be a good option for you. Data architect roles and responsibilities include building design models for data communication networks. Wide Area Networks (WANs), local area networks (LANs), and intranets are included in the database networks. It is expected that database architects will have in-depth knowledge of a company's business to develop a network to fulfil the requirements of the organisation. Stay tuned as we look at the larger picture and give you more information on what is db architecture, why you should pursue database architecture, what to expect from such a degree and what your job opportunities will be after graduation. Here, we will be discussing how to become a data architect. Students can visit NIT Trichy , IIT Kharagpur , JMI New Delhi .

Remote Sensing Technician

Individuals who opt for a career as a remote sensing technician possess unique personalities. Remote sensing analysts seem to be rational human beings, they are strong, independent, persistent, sincere, realistic and resourceful. Some of them are analytical as well, which means they are intelligent, introspective and inquisitive.

Remote sensing scientists use remote sensing technology to support scientists in fields such as community planning, flight planning or the management of natural resources. Analysing data collected from aircraft, satellites or ground-based platforms using statistical analysis software, image analysis software or Geographic Information Systems (GIS) is a significant part of their work. Do you want to learn how to become remote sensing technician? There's no need to be concerned; we've devised a simple remote sensing technician career path for you. Scroll through the pages and read.

Budget Analyst

Budget analysis, in a nutshell, entails thoroughly analyzing the details of a financial budget. The budget analysis aims to better understand and manage revenue. Budget analysts assist in the achievement of financial targets, the preservation of profitability, and the pursuit of long-term growth for a business. Budget analysts generally have a bachelor's degree in accounting, finance, economics, or a closely related field. Knowledge of Financial Management is of prime importance in this career.

Underwriter

An underwriter is a person who assesses and evaluates the risk of insurance in his or her field like mortgage, loan, health policy, investment, and so on and so forth. The underwriter career path does involve risks as analysing the risks means finding out if there is a way for the insurance underwriter jobs to recover the money from its clients. If the risk turns out to be too much for the company then in the future it is an underwriter who will be held accountable for it. Therefore, one must carry out his or her job with a lot of attention and diligence.

Finance Executive

Product manager.

A Product Manager is a professional responsible for product planning and marketing. He or she manages the product throughout the Product Life Cycle, gathering and prioritising the product. A product manager job description includes defining the product vision and working closely with team members of other departments to deliver winning products.

Operations Manager

Individuals in the operations manager jobs are responsible for ensuring the efficiency of each department to acquire its optimal goal. They plan the use of resources and distribution of materials. The operations manager's job description includes managing budgets, negotiating contracts, and performing administrative tasks.

Stock Analyst

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A Researcher is a professional who is responsible for collecting data and information by reviewing the literature and conducting experiments and surveys. He or she uses various methodological processes to provide accurate data and information that is utilised by academicians and other industry professionals. Here, we will discuss what is a researcher, the researcher's salary, types of researchers.

Welding Engineer

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Transportation Planner

A career as Transportation Planner requires technical application of science and technology in engineering, particularly the concepts, equipment and technologies involved in the production of products and services. In fields like land use, infrastructure review, ecological standards and street design, he or she considers issues of health, environment and performance. A Transportation Planner assigns resources for implementing and designing programmes. He or she is responsible for assessing needs, preparing plans and forecasts and compliance with regulations.

Environmental Engineer

Individuals who opt for a career as an environmental engineer are construction professionals who utilise the skills and knowledge of biology, soil science, chemistry and the concept of engineering to design and develop projects that serve as solutions to various environmental problems.

Safety Manager

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Conservation Architect

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Structural Engineer

A Structural Engineer designs buildings, bridges, and other related structures. He or she analyzes the structures and makes sure the structures are strong enough to be used by the people. A career as a Structural Engineer requires working in the construction process. It comes under the civil engineering discipline. A Structure Engineer creates structural models with the help of computer-aided design software.

Highway Engineer

Highway Engineer Job Description: A Highway Engineer is a civil engineer who specialises in planning and building thousands of miles of roads that support connectivity and allow transportation across the country. He or she ensures that traffic management schemes are effectively planned concerning economic sustainability and successful implementation.

Field Surveyor

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Orthotist and Prosthetist

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Pathologist

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Veterinary Doctor

Speech therapist, gynaecologist.

Gynaecology can be defined as the study of the female body. The job outlook for gynaecology is excellent since there is evergreen demand for one because of their responsibility of dealing with not only women’s health but also fertility and pregnancy issues. Although most women prefer to have a women obstetrician gynaecologist as their doctor, men also explore a career as a gynaecologist and there are ample amounts of male doctors in the field who are gynaecologists and aid women during delivery and childbirth.

Audiologist

The audiologist career involves audiology professionals who are responsible to treat hearing loss and proactively preventing the relevant damage. Individuals who opt for a career as an audiologist use various testing strategies with the aim to determine if someone has a normal sensitivity to sounds or not. After the identification of hearing loss, a hearing doctor is required to determine which sections of the hearing are affected, to what extent they are affected, and where the wound causing the hearing loss is found. As soon as the hearing loss is identified, the patients are provided with recommendations for interventions and rehabilitation such as hearing aids, cochlear implants, and appropriate medical referrals. While audiology is a branch of science that studies and researches hearing, balance, and related disorders.

An oncologist is a specialised doctor responsible for providing medical care to patients diagnosed with cancer. He or she uses several therapies to control the cancer and its effect on the human body such as chemotherapy, immunotherapy, radiation therapy and biopsy. An oncologist designs a treatment plan based on a pathology report after diagnosing the type of cancer and where it is spreading inside the body.

Are you searching for an ‘Anatomist job description’? An Anatomist is a research professional who applies the laws of biological science to determine the ability of bodies of various living organisms including animals and humans to regenerate the damaged or destroyed organs. If you want to know what does an anatomist do, then read the entire article, where we will answer all your questions.

For an individual who opts for a career as an actor, the primary responsibility is to completely speak to the character he or she is playing and to persuade the crowd that the character is genuine by connecting with them and bringing them into the story. This applies to significant roles and littler parts, as all roles join to make an effective creation. Here in this article, we will discuss how to become an actor in India, actor exams, actor salary in India, and actor jobs.

Individuals who opt for a career as acrobats create and direct original routines for themselves, in addition to developing interpretations of existing routines. The work of circus acrobats can be seen in a variety of performance settings, including circus, reality shows, sports events like the Olympics, movies and commercials. Individuals who opt for a career as acrobats must be prepared to face rejections and intermittent periods of work. The creativity of acrobats may extend to other aspects of the performance. For example, acrobats in the circus may work with gym trainers, celebrities or collaborate with other professionals to enhance such performance elements as costume and or maybe at the teaching end of the career.

Video Game Designer

Career as a video game designer is filled with excitement as well as responsibilities. A video game designer is someone who is involved in the process of creating a game from day one. He or she is responsible for fulfilling duties like designing the character of the game, the several levels involved, plot, art and similar other elements. Individuals who opt for a career as a video game designer may also write the codes for the game using different programming languages.

Depending on the video game designer job description and experience they may also have to lead a team and do the early testing of the game in order to suggest changes and find loopholes.

Radio Jockey

Radio Jockey is an exciting, promising career and a great challenge for music lovers. If you are really interested in a career as radio jockey, then it is very important for an RJ to have an automatic, fun, and friendly personality. If you want to get a job done in this field, a strong command of the language and a good voice are always good things. Apart from this, in order to be a good radio jockey, you will also listen to good radio jockeys so that you can understand their style and later make your own by practicing.

A career as radio jockey has a lot to offer to deserving candidates. If you want to know more about a career as radio jockey, and how to become a radio jockey then continue reading the article.

Choreographer

The word “choreography" actually comes from Greek words that mean “dance writing." Individuals who opt for a career as a choreographer create and direct original dances, in addition to developing interpretations of existing dances. A Choreographer dances and utilises his or her creativity in other aspects of dance performance. For example, he or she may work with the music director to select music or collaborate with other famous choreographers to enhance such performance elements as lighting, costume and set design.

Social Media Manager

A career as social media manager involves implementing the company’s or brand’s marketing plan across all social media channels. Social media managers help in building or improving a brand’s or a company’s website traffic, build brand awareness, create and implement marketing and brand strategy. Social media managers are key to important social communication as well.

Photographer

Photography is considered both a science and an art, an artistic means of expression in which the camera replaces the pen. In a career as a photographer, an individual is hired to capture the moments of public and private events, such as press conferences or weddings, or may also work inside a studio, where people go to get their picture clicked. Photography is divided into many streams each generating numerous career opportunities in photography. With the boom in advertising, media, and the fashion industry, photography has emerged as a lucrative and thrilling career option for many Indian youths.

An individual who is pursuing a career as a producer is responsible for managing the business aspects of production. They are involved in each aspect of production from its inception to deception. Famous movie producers review the script, recommend changes and visualise the story.

They are responsible for overseeing the finance involved in the project and distributing the film for broadcasting on various platforms. A career as a producer is quite fulfilling as well as exhaustive in terms of playing different roles in order for a production to be successful. Famous movie producers are responsible for hiring creative and technical personnel on contract basis.

Copy Writer

In a career as a copywriter, one has to consult with the client and understand the brief well. A career as a copywriter has a lot to offer to deserving candidates. Several new mediums of advertising are opening therefore making it a lucrative career choice. Students can pursue various copywriter courses such as Journalism , Advertising , Marketing Management . Here, we have discussed how to become a freelance copywriter, copywriter career path, how to become a copywriter in India, and copywriting career outlook.

In a career as a vlogger, one generally works for himself or herself. However, once an individual has gained viewership there are several brands and companies that approach them for paid collaboration. It is one of those fields where an individual can earn well while following his or her passion.

Ever since internet costs got reduced the viewership for these types of content has increased on a large scale. Therefore, a career as a vlogger has a lot to offer. If you want to know more about the Vlogger eligibility, roles and responsibilities then continue reading the article.

For publishing books, newspapers, magazines and digital material, editorial and commercial strategies are set by publishers. Individuals in publishing career paths make choices about the markets their businesses will reach and the type of content that their audience will be served. Individuals in book publisher careers collaborate with editorial staff, designers, authors, and freelance contributors who develop and manage the creation of content.

Careers in journalism are filled with excitement as well as responsibilities. One cannot afford to miss out on the details. As it is the small details that provide insights into a story. Depending on those insights a journalist goes about writing a news article. A journalism career can be stressful at times but if you are someone who is passionate about it then it is the right choice for you. If you want to know more about the media field and journalist career then continue reading this article.

Individuals in the editor career path is an unsung hero of the news industry who polishes the language of the news stories provided by stringers, reporters, copywriters and content writers and also news agencies. Individuals who opt for a career as an editor make it more persuasive, concise and clear for readers. In this article, we will discuss the details of the editor's career path such as how to become an editor in India, editor salary in India and editor skills and qualities.

Individuals who opt for a career as a reporter may often be at work on national holidays and festivities. He or she pitches various story ideas and covers news stories in risky situations. Students can pursue a BMC (Bachelor of Mass Communication) , B.M.M. (Bachelor of Mass Media) , or MAJMC (MA in Journalism and Mass Communication) to become a reporter. While we sit at home reporters travel to locations to collect information that carries a news value.

Corporate Executive

Are you searching for a Corporate Executive job description? A Corporate Executive role comes with administrative duties. He or she provides support to the leadership of the organisation. A Corporate Executive fulfils the business purpose and ensures its financial stability. In this article, we are going to discuss how to become corporate executive.

Multimedia Specialist

A multimedia specialist is a media professional who creates, audio, videos, graphic image files, computer animations for multimedia applications. He or she is responsible for planning, producing, and maintaining websites and applications.

Quality Controller

A quality controller plays a crucial role in an organisation. He or she is responsible for performing quality checks on manufactured products. He or she identifies the defects in a product and rejects the product.

A quality controller records detailed information about products with defects and sends it to the supervisor or plant manager to take necessary actions to improve the production process.

Production Manager

A QA Lead is in charge of the QA Team. The role of QA Lead comes with the responsibility of assessing services and products in order to determine that he or she meets the quality standards. He or she develops, implements and manages test plans.

Process Development Engineer

The Process Development Engineers design, implement, manufacture, mine, and other production systems using technical knowledge and expertise in the industry. They use computer modeling software to test technologies and machinery. An individual who is opting career as Process Development Engineer is responsible for developing cost-effective and efficient processes. They also monitor the production process and ensure it functions smoothly and efficiently.

AWS Solution Architect

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REALIZING THE PROMISE:

Leading up to the 75th anniversary of the UN General Assembly, this “Realizing the promise: How can education technology improve learning for all?” publication kicks off the Center for Universal Education’s first playbook in a series to help improve education around the world.

It is intended as an evidence-based tool for ministries of education, particularly in low- and middle-income countries, to adopt and more successfully invest in education technology.

While there is no single education initiative that will achieve the same results everywhere—as school systems differ in learners and educators, as well as in the availability and quality of materials and technologies—an important first step is understanding how technology is used given specific local contexts and needs.

The surveys in this playbook are designed to be adapted to collect this information from educators, learners, and school leaders and guide decisionmakers in expanding the use of technology.

Introduction

While technology has disrupted most sectors of the economy and changed how we communicate, access information, work, and even play, its impact on schools, teaching, and learning has been much more limited. We believe that this limited impact is primarily due to technology being been used to replace analog tools, without much consideration given to playing to technology’s comparative advantages. These comparative advantages, relative to traditional “chalk-and-talk” classroom instruction, include helping to scale up standardized instruction, facilitate differentiated instruction, expand opportunities for practice, and increase student engagement. When schools use technology to enhance the work of educators and to improve the quality and quantity of educational content, learners will thrive.

Further, COVID-19 has laid bare that, in today’s environment where pandemics and the effects of climate change are likely to occur, schools cannot always provide in-person education—making the case for investing in education technology.

Here we argue for a simple yet surprisingly rare approach to education technology that seeks to:

Understand the needs, infrastructure, and capacity of a school system—the diagnosis;
Survey the best available evidence on interventions that match those conditions—the evidence; and
Closely monitor the results of innovations before they are scaled up—the prognosis.

Podcast: How education technology can improve learning for all students

To make ed tech work, set clear goals, review the evidence, and pilot before you scale

The framework.

Our approach builds on a simple yet intuitive theoretical framework created two decades ago by two of the most prominent education researchers in the United States, David K. Cohen and Deborah Loewenberg Ball. They argue that what matters most to improve learning is the interactions among educators and learners around educational materials. We believe that the failed school-improvement efforts in the U.S. that motivated Cohen and Ball’s framework resemble the ed-tech reforms in much of the developing world to date in the lack of clarity improving the interactions between educators, learners, and the educational material. We build on their framework by adding parents as key agents that mediate the relationships between learners and educators and the material (Figure 1).

Figure 1: The instructional core

Adapted from Cohen and Ball (1999)

As the figure above suggests, ed-tech interventions can affect the instructional core in a myriad of ways. Yet, just because technology can do something, it does not mean it should. School systems in developing countries differ along many dimensions and each system is likely to have different needs for ed-tech interventions, as well as different infrastructure and capacity to enact such interventions.

The diagnosis:

How can school systems assess their needs and preparedness.

A useful first step for any school system to determine whether it should invest in education technology is to diagnose its:

Specific needs to improve student learning (e.g., raising the average level of achievement, remediating gaps among low performers, and challenging high performers to develop higher-order skills);
Infrastructure to adopt technology-enabled solutions (e.g., electricity connection, availability of space and outlets, stock of computers, and Internet connectivity at school and at learners’ homes); and
Capacity to integrate technology in the instructional process (e.g., learners’ and educators’ level of familiarity and comfort with hardware and software, their beliefs about the level of usefulness of technology for learning purposes, and their current uses of such technology).

Before engaging in any new data collection exercise, school systems should take full advantage of existing administrative data that could shed light on these three main questions. This could be in the form of internal evaluations but also international learner assessments, such as the Program for International Student Assessment (PISA), the Trends in International Mathematics and Science Study (TIMSS), and/or the Progress in International Literacy Study (PIRLS), and the Teaching and Learning International Study (TALIS). But if school systems lack information on their preparedness for ed-tech reforms or if they seek to complement existing data with a richer set of indicators, we developed a set of surveys for learners, educators, and school leaders. Download the full report to see how we map out the main aspects covered by these surveys, in hopes of highlighting how they could be used to inform decisions around the adoption of ed-tech interventions.

The evidence:

How can school systems identify promising ed-tech interventions.

There is no single “ed-tech” initiative that will achieve the same results everywhere, simply because school systems differ in learners and educators, as well as in the availability and quality of materials and technologies. Instead, to realize the potential of education technology to accelerate student learning, decisionmakers should focus on four potential uses of technology that play to its comparative advantages and complement the work of educators to accelerate student learning (Figure 2). These comparative advantages include:

Scaling up quality instruction, such as through prerecorded quality lessons.
Facilitating differentiated instruction, through, for example, computer-adaptive learning and live one-on-one tutoring.
Expanding opportunities to practice.
Increasing learner engagement through videos and games.

Figure 2: Comparative advantages of technology

Here we review the evidence on ed-tech interventions from 37 studies in 20 countries*, organizing them by comparative advantage. It’s important to note that ours is not the only way to classify these interventions (e.g., video tutorials could be considered as a strategy to scale up instruction or increase learner engagement), but we believe it may be useful to highlight the needs that they could address and why technology is well positioned to do so.

When discussing specific studies, we report the magnitude of the effects of interventions using standard deviations (SDs). SDs are a widely used metric in research to express the effect of a program or policy with respect to a business-as-usual condition (e.g., test scores). There are several ways to make sense of them. One is to categorize the magnitude of the effects based on the results of impact evaluations. In developing countries, effects below 0.1 SDs are considered to be small, effects between 0.1 and 0.2 SDs are medium, and those above 0.2 SDs are large (for reviews that estimate the average effect of groups of interventions, called “meta analyses,” see e.g., Conn, 2017; Kremer, Brannen, & Glennerster, 2013; McEwan, 2014; Snilstveit et al., 2015; Evans & Yuan, 2020.)

*In surveying the evidence, we began by compiling studies from prior general and ed-tech specific evidence reviews that some of us have written and from ed-tech reviews conducted by others. Then, we tracked the studies cited by the ones we had previously read and reviewed those, as well. In identifying studies for inclusion, we focused on experimental and quasi-experimental evaluations of education technology interventions from pre-school to secondary school in low- and middle-income countries that were released between 2000 and 2020. We only included interventions that sought to improve student learning directly (i.e., students’ interaction with the material), as opposed to interventions that have impacted achievement indirectly, by reducing teacher absence or increasing parental engagement. This process yielded 37 studies in 20 countries (see the full list of studies in Appendix B).

Scaling up standardized instruction

One of the ways in which technology may improve the quality of education is through its capacity to deliver standardized quality content at scale. This feature of technology may be particularly useful in three types of settings: (a) those in “hard-to-staff” schools (i.e., schools that struggle to recruit educators with the requisite training and experience—typically, in rural and/or remote areas) (see, e.g., Urquiola & Vegas, 2005); (b) those in which many educators are frequently absent from school (e.g., Chaudhury, Hammer, Kremer, Muralidharan, & Rogers, 2006; Muralidharan, Das, Holla, & Mohpal, 2017); and/or (c) those in which educators have low levels of pedagogical and subject matter expertise (e.g., Bietenbeck, Piopiunik, & Wiederhold, 2018; Bold et al., 2017; Metzler & Woessmann, 2012; Santibañez, 2006) and do not have opportunities to observe and receive feedback (e.g., Bruns, Costa, & Cunha, 2018; Cilliers, Fleisch, Prinsloo, & Taylor, 2018). Technology could address this problem by: (a) disseminating lessons delivered by qualified educators to a large number of learners (e.g., through prerecorded or live lessons); (b) enabling distance education (e.g., for learners in remote areas and/or during periods of school closures); and (c) distributing hardware preloaded with educational materials.

Prerecorded lessons

Technology seems to be well placed to amplify the impact of effective educators by disseminating their lessons. Evidence on the impact of prerecorded lessons is encouraging, but not conclusive. Some initiatives that have used short instructional videos to complement regular instruction, in conjunction with other learning materials, have raised student learning on independent assessments. For example, Beg et al. (2020) evaluated an initiative in Punjab, Pakistan in which grade 8 classrooms received an intervention that included short videos to substitute live instruction, quizzes for learners to practice the material from every lesson, tablets for educators to learn the material and follow the lesson, and LED screens to project the videos onto a classroom screen. After six months, the intervention improved the performance of learners on independent tests of math and science by 0.19 and 0.24 SDs, respectively but had no discernible effect on the math and science section of Punjab’s high-stakes exams.

One study suggests that approaches that are far less technologically sophisticated can also improve learning outcomes—especially, if the business-as-usual instruction is of low quality. For example, Naslund-Hadley, Parker, and Hernandez-Agramonte (2014) evaluated a preschool math program in Cordillera, Paraguay that used audio segments and written materials four days per week for an hour per day during the school day. After five months, the intervention improved math scores by 0.16 SDs, narrowing gaps between low- and high-achieving learners, and between those with and without educators with formal training in early childhood education.

Yet, the integration of prerecorded material into regular instruction has not always been successful. For example, de Barros (2020) evaluated an intervention that combined instructional videos for math and science with infrastructure upgrades (e.g., two “smart” classrooms, two TVs, and two tablets), printed workbooks for students, and in-service training for educators of learners in grades 9 and 10 in Haryana, India (all materials were mapped onto the official curriculum). After 11 months, the intervention negatively impacted math achievement (by 0.08 SDs) and had no effect on science (with respect to business as usual classes). It reduced the share of lesson time that educators devoted to instruction and negatively impacted an index of instructional quality. Likewise, Seo (2017) evaluated several combinations of infrastructure (solar lights and TVs) and prerecorded videos (in English and/or bilingual) for grade 11 students in northern Tanzania and found that none of the variants improved student learning, even when the videos were used. The study reports effects from the infrastructure component across variants, but as others have noted (Muralidharan, Romero, & Wüthrich, 2019), this approach to estimating impact is problematic.

A very similar intervention delivered after school hours, however, had sizeable effects on learners’ basic skills. Chiplunkar, Dhar, and Nagesh (2020) evaluated an initiative in Chennai (the capital city of the state of Tamil Nadu, India) delivered by the same organization as above that combined short videos that explained key concepts in math and science with worksheets, facilitator-led instruction, small groups for peer-to-peer learning, and occasional career counseling and guidance for grade 9 students. These lessons took place after school for one hour, five times a week. After 10 months, it had large effects on learners’ achievement as measured by tests of basic skills in math and reading, but no effect on a standardized high-stakes test in grade 10 or socio-emotional skills (e.g., teamwork, decisionmaking, and communication).

Drawing general lessons from this body of research is challenging for at least two reasons. First, all of the studies above have evaluated the impact of prerecorded lessons combined with several other components (e.g., hardware, print materials, or other activities). Therefore, it is possible that the effects found are due to these additional components, rather than to the recordings themselves, or to the interaction between the two (see Muralidharan, 2017 for a discussion of the challenges of interpreting “bundled” interventions). Second, while these studies evaluate some type of prerecorded lessons, none examines the content of such lessons. Thus, it seems entirely plausible that the direction and magnitude of the effects depends largely on the quality of the recordings (e.g., the expertise of the educator recording it, the amount of preparation that went into planning the recording, and its alignment with best teaching practices).

These studies also raise three important questions worth exploring in future research. One of them is why none of the interventions discussed above had effects on high-stakes exams, even if their materials are typically mapped onto the official curriculum. It is possible that the official curricula are simply too challenging for learners in these settings, who are several grade levels behind expectations and who often need to reinforce basic skills (see Pritchett & Beatty, 2015). Another question is whether these interventions have long-term effects on teaching practices. It seems plausible that, if these interventions are deployed in contexts with low teaching quality, educators may learn something from watching the videos or listening to the recordings with learners. Yet another question is whether these interventions make it easier for schools to deliver instruction to learners whose native language is other than the official medium of instruction.

Distance education

Technology can also allow learners living in remote areas to access education. The evidence on these initiatives is encouraging. For example, Johnston and Ksoll (2017) evaluated a program that broadcasted live instruction via satellite to rural primary school students in the Volta and Greater Accra regions of Ghana. For this purpose, the program also equipped classrooms with the technology needed to connect to a studio in Accra, including solar panels, a satellite modem, a projector, a webcam, microphones, and a computer with interactive software. After two years, the intervention improved the numeracy scores of students in grades 2 through 4, and some foundational literacy tasks, but it had no effect on attendance or classroom time devoted to instruction, as captured by school visits. The authors interpreted these results as suggesting that the gains in achievement may be due to improving the quality of instruction that children received (as opposed to increased instructional time). Naik, Chitre, Bhalla, and Rajan (2019) evaluated a similar program in the Indian state of Karnataka and also found positive effects on learning outcomes, but it is not clear whether those effects are due to the program or due to differences in the groups of students they compared to estimate the impact of the initiative.

In one context (Mexico), this type of distance education had positive long-term effects. Navarro-Sola (2019) took advantage of the staggered rollout of the telesecundarias (i.e., middle schools with lessons broadcasted through satellite TV) in 1968 to estimate its impact. The policy had short-term effects on students’ enrollment in school: For every telesecundaria per 50 children, 10 students enrolled in middle school and two pursued further education. It also had a long-term influence on the educational and employment trajectory of its graduates. Each additional year of education induced by the policy increased average income by nearly 18 percent. This effect was attributable to more graduates entering the labor force and shifting from agriculture and the informal sector. Similarly, Fabregas (2019) leveraged a later expansion of this policy in 1993 and found that each additional telesecundaria per 1,000 adolescents led to an average increase of 0.2 years of education, and a decline in fertility for women, but no conclusive evidence of long-term effects on labor market outcomes.

It is crucial to interpret these results keeping in mind the settings where the interventions were implemented. As we mention above, part of the reason why they have proven effective is that the “counterfactual” conditions for learning (i.e., what would have happened to learners in the absence of such programs) was either to not have access to schooling or to be exposed to low-quality instruction. School systems interested in taking up similar interventions should assess the extent to which their learners (or parts of their learner population) find themselves in similar conditions to the subjects of the studies above. This illustrates the importance of assessing the needs of a system before reviewing the evidence.

Preloaded hardware

Technology also seems well positioned to disseminate educational materials. Specifically, hardware (e.g., desktop computers, laptops, or tablets) could also help deliver educational software (e.g., word processing, reference texts, and/or games). In theory, these materials could not only undergo a quality assurance review (e.g., by curriculum specialists and educators), but also draw on the interactions with learners for adjustments (e.g., identifying areas needing reinforcement) and enable interactions between learners and educators.

In practice, however, most initiatives that have provided learners with free computers, laptops, and netbooks do not leverage any of the opportunities mentioned above. Instead, they install a standard set of educational materials and hope that learners find them helpful enough to take them up on their own. Students rarely do so, and instead use the laptops for recreational purposes—often, to the detriment of their learning (see, e.g., Malamud & Pop-Eleches, 2011). In fact, free netbook initiatives have not only consistently failed to improve academic achievement in math or language (e.g., Cristia et al., 2017), but they have had no impact on learners’ general computer skills (e.g., Beuermann et al., 2015). Some of these initiatives have had small impacts on cognitive skills, but the mechanisms through which those effects occurred remains unclear.

To our knowledge, the only successful deployment of a free laptop initiative was one in which a team of researchers equipped the computers with remedial software. Mo et al. (2013) evaluated a version of the One Laptop per Child (OLPC) program for grade 3 students in migrant schools in Beijing, China in which the laptops were loaded with a remedial software mapped onto the national curriculum for math (similar to the software products that we discuss under “practice exercises” below). After nine months, the program improved math achievement by 0.17 SDs and computer skills by 0.33 SDs. If a school system decides to invest in free laptops, this study suggests that the quality of the software on the laptops is crucial.

To date, however, the evidence suggests that children do not learn more from interacting with laptops than they do from textbooks. For example, Bando, Gallego, Gertler, and Romero (2016) compared the effect of free laptop and textbook provision in 271 elementary schools in disadvantaged areas of Honduras. After seven months, students in grades 3 and 6 who had received the laptops performed on par with those who had received the textbooks in math and language. Further, even if textbooks essentially become obsolete at the end of each school year, whereas laptops can be reloaded with new materials for each year, the costs of laptop provision (not just the hardware, but also the technical assistance, Internet, and training associated with it) are not yet low enough to make them a more cost-effective way of delivering content to learners.

Evidence on the provision of tablets equipped with software is encouraging but limited. For example, de Hoop et al. (2020) evaluated a composite intervention for first grade students in Zambia’s Eastern Province that combined infrastructure (electricity via solar power), hardware (projectors and tablets), and educational materials (lesson plans for educators and interactive lessons for learners, both loaded onto the tablets and mapped onto the official Zambian curriculum). After 14 months, the intervention had improved student early-grade reading by 0.4 SDs, oral vocabulary scores by 0.25 SDs, and early-grade math by 0.22 SDs. It also improved students’ achievement by 0.16 on a locally developed assessment. The multifaceted nature of the program, however, makes it challenging to identify the components that are driving the positive effects. Pitchford (2015) evaluated an intervention that provided tablets equipped with educational “apps,” to be used for 30 minutes per day for two months to develop early math skills among students in grades 1 through 3 in Lilongwe, Malawi. The evaluation found positive impacts in math achievement, but the main study limitation is that it was conducted in a single school.

Facilitating differentiated instruction

Another way in which technology may improve educational outcomes is by facilitating the delivery of differentiated or individualized instruction. Most developing countries massively expanded access to schooling in recent decades by building new schools and making education more affordable, both by defraying direct costs, as well as compensating for opportunity costs (Duflo, 2001; World Bank, 2018). These initiatives have not only rapidly increased the number of learners enrolled in school, but have also increased the variability in learner’ preparation for schooling. Consequently, a large number of learners perform well below grade-based curricular expectations (see, e.g., Duflo, Dupas, & Kremer, 2011; Pritchett & Beatty, 2015). These learners are unlikely to get much from “one-size-fits-all” instruction, in which a single educator delivers instruction deemed appropriate for the middle (or top) of the achievement distribution (Banerjee & Duflo, 2011). Technology could potentially help these learners by providing them with: (a) instruction and opportunities for practice that adjust to the level and pace of preparation of each individual (known as “computer-adaptive learning” (CAL)); or (b) live, one-on-one tutoring.

Computer-adaptive learning

One of the main comparative advantages of technology is its ability to diagnose students’ initial learning levels and assign students to instruction and exercises of appropriate difficulty. No individual educator—no matter how talented—can be expected to provide individualized instruction to all learners in his/her class simultaneously . In this respect, technology is uniquely positioned to complement traditional teaching. This use of technology could help learners master basic skills and help them get more out of schooling.

Although many software products evaluated in recent years have been categorized as CAL, many rely on a relatively coarse level of differentiation at an initial stage (e.g., a diagnostic test) without further differentiation. We discuss these initiatives under the category of “increasing opportunities for practice” below. CAL initiatives complement an initial diagnostic with dynamic adaptation (i.e., at each response or set of responses from learners) to adjust both the initial level of difficulty and rate at which it increases or decreases, depending on whether learners’ responses are correct or incorrect.

Existing evidence on this specific type of programs is highly promising. Most famously, Banerjee et al. (2007) evaluated CAL software in Vadodara, in the Indian state of Gujarat, in which grade 4 students were offered two hours of shared computer time per week before and after school, during which they played games that involved solving math problems. The level of difficulty of such problems adjusted based on students’ answers. This program improved math achievement by 0.35 and 0.47 SDs after one and two years of implementation, respectively. Consistent with the promise of personalized learning, the software improved achievement for all students. In fact, one year after the end of the program, students assigned to the program still performed 0.1 SDs better than those assigned to a business as usual condition. More recently, Muralidharan, et al. (2019) evaluated a “blended learning” initiative in which students in grades 4 through 9 in Delhi, India received 45 minutes of interaction with CAL software for math and language, and 45 minutes of small group instruction before or after going to school. After only 4.5 months, the program improved achievement by 0.37 SDs in math and 0.23 SDs in Hindi. While all learners benefited from the program in absolute terms, the lowest performing learners benefited the most in relative terms, since they were learning very little in school.

We see two important limitations from this body of research. First, to our knowledge, none of these initiatives has been evaluated when implemented during the school day. Therefore, it is not possible to distinguish the effect of the adaptive software from that of additional instructional time. Second, given that most of these programs were facilitated by local instructors, attempts to distinguish the effect of the software from that of the instructors has been mostly based on noncausal evidence. A frontier challenge in this body of research is to understand whether CAL software can increase the effectiveness of school-based instruction by substituting part of the regularly scheduled time for math and language instruction.

Live one-on-one tutoring

Recent improvements in the speed and quality of videoconferencing, as well as in the connectivity of remote areas, have enabled yet another way in which technology can help personalization: live (i.e., real-time) one-on-one tutoring. While the evidence on in-person tutoring is scarce in developing countries, existing studies suggest that this approach works best when it is used to personalize instruction (see, e.g., Banerjee et al., 2007; Banerji, Berry, & Shotland, 2015; Cabezas, Cuesta, & Gallego, 2011).

There are almost no studies on the impact of online tutoring—possibly, due to the lack of hardware and Internet connectivity in low- and middle-income countries. One exception is Chemin and Oledan (2020)’s recent evaluation of an online tutoring program for grade 6 students in Kianyaga, Kenya to learn English from volunteers from a Canadian university via Skype ( videoconferencing software) for one hour per week after school. After 10 months, program beneficiaries performed 0.22 SDs better in a test of oral comprehension, improved their comfort using technology for learning, and became more willing to engage in cross-cultural communication. Importantly, while the tutoring sessions used the official English textbooks and sought in part to help learners with their homework, tutors were trained on several strategies to teach to each learner’s individual level of preparation, focusing on basic skills if necessary. To our knowledge, similar initiatives within a country have not yet been rigorously evaluated.

Expanding opportunities for practice

A third way in which technology may improve the quality of education is by providing learners with additional opportunities for practice. In many developing countries, lesson time is primarily devoted to lectures, in which the educator explains the topic and the learners passively copy explanations from the blackboard. This setup leaves little time for in-class practice. Consequently, learners who did not understand the explanation of the material during lecture struggle when they have to solve homework assignments on their own. Technology could potentially address this problem by allowing learners to review topics at their own pace.

Practice exercises

Technology can help learners get more out of traditional instruction by providing them with opportunities to implement what they learn in class. This approach could, in theory, allow some learners to anchor their understanding of the material through trial and error (i.e., by realizing what they may not have understood correctly during lecture and by getting better acquainted with special cases not covered in-depth in class).

Existing evidence on practice exercises reflects both the promise and the limitations of this use of technology in developing countries. For example, Lai et al. (2013) evaluated a program in Shaanxi, China where students in grades 3 and 5 were required to attend two 40-minute remedial sessions per week in which they first watched videos that reviewed the material that had been introduced in their math lessons that week and then played games to practice the skills introduced in the video. After four months, the intervention improved math achievement by 0.12 SDs. Many other evaluations of comparable interventions have found similar small-to-moderate results (see, e.g., Lai, Luo, Zhang, Huang, & Rozelle, 2015; Lai et al., 2012; Mo et al., 2015; Pitchford, 2015). These effects, however, have been consistently smaller than those of initiatives that adjust the difficulty of the material based on students’ performance (e.g., Banerjee et al., 2007; Muralidharan, et al., 2019). We hypothesize that these programs do little for learners who perform several grade levels behind curricular expectations, and who would benefit more from a review of foundational concepts from earlier grades.

We see two important limitations from this research. First, most initiatives that have been evaluated thus far combine instructional videos with practice exercises, so it is hard to know whether their effects are driven by the former or the latter. In fact, the program in China described above allowed learners to ask their peers whenever they did not understand a difficult concept, so it potentially also captured the effect of peer-to-peer collaboration. To our knowledge, no studies have addressed this gap in the evidence.

Second, most of these programs are implemented before or after school, so we cannot distinguish the effect of additional instructional time from that of the actual opportunity for practice. The importance of this question was first highlighted by Linden (2008), who compared two delivery mechanisms for game-based remedial math software for students in grades 2 and 3 in a network of schools run by a nonprofit organization in Gujarat, India: one in which students interacted with the software during the school day and another one in which students interacted with the software before or after school (in both cases, for three hours per day). After a year, the first version of the program had negatively impacted students’ math achievement by 0.57 SDs and the second one had a null effect. This study suggested that computer-assisted learning is a poor substitute for regular instruction when it is of high quality, as was the case in this well-functioning private network of schools.

In recent years, several studies have sought to remedy this shortcoming. Mo et al. (2014) were among the first to evaluate practice exercises delivered during the school day. They evaluated an initiative in Shaanxi, China in which students in grades 3 and 5 were required to interact with the software similar to the one in Lai et al. (2013) for two 40-minute sessions per week. The main limitation of this study, however, is that the program was delivered during regularly scheduled computer lessons, so it could not determine the impact of substituting regular math instruction. Similarly, Mo et al. (2020) evaluated a self-paced and a teacher-directed version of a similar program for English for grade 5 students in Qinghai, China. Yet, the key shortcoming of this study is that the teacher-directed version added several components that may also influence achievement, such as increased opportunities for teachers to provide students with personalized assistance when they struggled with the material. Ma, Fairlie, Loyalka, and Rozelle (2020) compared the effectiveness of additional time-delivered remedial instruction for students in grades 4 to 6 in Shaanxi, China through either computer-assisted software or using workbooks. This study indicates whether additional instructional time is more effective when using technology, but it does not address the question of whether school systems may improve the productivity of instructional time during the school day by substituting educator-led with computer-assisted instruction.

Increasing learner engagement

Another way in which technology may improve education is by increasing learners’ engagement with the material. In many school systems, regular “chalk and talk” instruction prioritizes time for educators’ exposition over opportunities for learners to ask clarifying questions and/or contribute to class discussions. This, combined with the fact that many developing-country classrooms include a very large number of learners (see, e.g., Angrist & Lavy, 1999; Duflo, Dupas, & Kremer, 2015), may partially explain why the majority of those students are several grade levels behind curricular expectations (e.g., Muralidharan, et al., 2019; Muralidharan & Zieleniak, 2014; Pritchett & Beatty, 2015). Technology could potentially address these challenges by: (a) using video tutorials for self-paced learning and (b) presenting exercises as games and/or gamifying practice.

Video tutorials

Technology can potentially increase learner effort and understanding of the material by finding new and more engaging ways to deliver it. Video tutorials designed for self-paced learning—as opposed to videos for whole class instruction, which we discuss under the category of “prerecorded lessons” above—can increase learner effort in multiple ways, including: allowing learners to focus on topics with which they need more help, letting them correct errors and misconceptions on their own, and making the material appealing through visual aids. They can increase understanding by breaking the material into smaller units and tackling common misconceptions.

In spite of the popularity of instructional videos, there is relatively little evidence on their effectiveness. Yet, two recent evaluations of different versions of the Khan Academy portal, which mainly relies on instructional videos, offer some insight into their impact. First, Ferman, Finamor, and Lima (2019) evaluated an initiative in 157 public primary and middle schools in five cities in Brazil in which the teachers of students in grades 5 and 9 were taken to the computer lab to learn math from the platform for 50 minutes per week. The authors found that, while the intervention slightly improved learners’ attitudes toward math, these changes did not translate into better performance in this subject. The authors hypothesized that this could be due to the reduction of teacher-led math instruction.

More recently, Büchel, Jakob, Kühnhanss, Steffen, and Brunetti (2020) evaluated an after-school, offline delivery of the Khan Academy portal in grades 3 through 6 in 302 primary schools in Morazán, El Salvador. Students in this study received 90 minutes per week of additional math instruction (effectively nearly doubling total math instruction per week) through teacher-led regular lessons, teacher-assisted Khan Academy lessons, or similar lessons assisted by technical supervisors with no content expertise. (Importantly, the first group provided differentiated instruction, which is not the norm in Salvadorian schools). All three groups outperformed both schools without any additional lessons and classrooms without additional lessons in the same schools as the program. The teacher-assisted Khan Academy lessons performed 0.24 SDs better, the supervisor-led lessons 0.22 SDs better, and the teacher-led regular lessons 0.15 SDs better, but the authors could not determine whether the effects across versions were different.

Together, these studies suggest that instructional videos work best when provided as a complement to, rather than as a substitute for, regular instruction. Yet, the main limitation of these studies is the multifaceted nature of the Khan Academy portal, which also includes other components found to positively improve learner achievement, such as differentiated instruction by students’ learning levels. While the software does not provide the type of personalization discussed above, learners are asked to take a placement test and, based on their score, educators assign them different work. Therefore, it is not clear from these studies whether the effects from Khan Academy are driven by its instructional videos or to the software’s ability to provide differentiated activities when combined with placement tests.

Games and gamification

Technology can also increase learner engagement by presenting exercises as games and/or by encouraging learner to play and compete with others (e.g., using leaderboards and rewards)—an approach known as “gamification.” Both approaches can increase learner motivation and effort by presenting learners with entertaining opportunities for practice and by leveraging peers as commitment devices.

There are very few studies on the effects of games and gamification in low- and middle-income countries. Recently, Araya, Arias Ortiz, Bottan, and Cristia (2019) evaluated an initiative in which grade 4 students in Santiago, Chile were required to participate in two 90-minute sessions per week during the school day with instructional math software featuring individual and group competitions (e.g., tracking each learner’s standing in his/her class and tournaments between sections). After nine months, the program led to improvements of 0.27 SDs in the national student assessment in math (it had no spillover effects on reading). However, it had mixed effects on non-academic outcomes. Specifically, the program increased learners’ willingness to use computers to learn math, but, at the same time, increased their anxiety toward math and negatively impacted learners’ willingness to collaborate with peers. Finally, given that one of the weekly sessions replaced regular math instruction and the other one represented additional math instructional time, it is not clear whether the academic effects of the program are driven by the software or the additional time devoted to learning math.

The prognosis:

How can school systems adopt interventions that match their needs.

Here are five specific and sequential guidelines for decisionmakers to realize the potential of education technology to accelerate student learning.

1. Take stock of how your current schools, educators, and learners are engaging with technology .

Carry out a short in-school survey to understand the current practices and potential barriers to adoption of technology (we have included suggested survey instruments in the Appendices); use this information in your decisionmaking process. For example, we learned from conversations with current and former ministers of education from various developing regions that a common limitation to technology use is regulations that hold school leaders accountable for damages to or losses of devices. Another common barrier is lack of access to electricity and Internet, or even the availability of sufficient outlets for charging devices in classrooms. Understanding basic infrastructure and regulatory limitations to the use of education technology is a first necessary step. But addressing these limitations will not guarantee that introducing or expanding technology use will accelerate learning. The next steps are thus necessary.

“In Africa, the biggest limit is connectivity. Fiber is expensive, and we don’t have it everywhere. The continent is creating a digital divide between cities, where there is fiber, and the rural areas. The [Ghanaian] administration put in schools offline/online technologies with books, assessment tools, and open source materials. In deploying this, we are finding that again, teachers are unfamiliar with it. And existing policies prohibit students to bring their own tablets or cell phones. The easiest way to do it would have been to let everyone bring their own device. But policies are against it.” H.E. Matthew Prempeh, Minister of Education of Ghana, on the need to understand the local context.

2. Consider how the introduction of technology may affect the interactions among learners, educators, and content .

Our review of the evidence indicates that technology may accelerate student learning when it is used to scale up access to quality content, facilitate differentiated instruction, increase opportunities for practice, or when it increases learner engagement. For example, will adding electronic whiteboards to classrooms facilitate access to more quality content or differentiated instruction? Or will these expensive boards be used in the same way as the old chalkboards? Will providing one device (laptop or tablet) to each learner facilitate access to more and better content, or offer students more opportunities to practice and learn? Solely introducing technology in classrooms without additional changes is unlikely to lead to improved learning and may be quite costly. If you cannot clearly identify how the interactions among the three key components of the instructional core (educators, learners, and content) may change after the introduction of technology, then it is probably not a good idea to make the investment. See Appendix A for guidance on the types of questions to ask.

3. Once decisionmakers have a clear idea of how education technology can help accelerate student learning in a specific context, it is important to define clear objectives and goals and establish ways to regularly assess progress and make course corrections in a timely manner .

For instance, is the education technology expected to ensure that learners in early grades excel in foundational skills—basic literacy and numeracy—by age 10? If so, will the technology provide quality reading and math materials, ample opportunities to practice, and engaging materials such as videos or games? Will educators be empowered to use these materials in new ways? And how will progress be measured and adjusted?

4. How this kind of reform is approached can matter immensely for its success.

It is easy to nod to issues of “implementation,” but that needs to be more than rhetorical. Keep in mind that good use of education technology requires thinking about how it will affect learners, educators, and parents. After all, giving learners digital devices will make no difference if they get broken, are stolen, or go unused. Classroom technologies only matter if educators feel comfortable putting them to work. Since good technology is generally about complementing or amplifying what educators and learners already do, it is almost always a mistake to mandate programs from on high. It is vital that technology be adopted with the input of educators and families and with attention to how it will be used. If technology goes unused or if educators use it ineffectually, the results will disappoint—no matter the virtuosity of the technology. Indeed, unused education technology can be an unnecessary expenditure for cash-strapped education systems. This is why surveying context, listening to voices in the field, examining how technology is used, and planning for course correction is essential.

5. It is essential to communicate with a range of stakeholders, including educators, school leaders, parents, and learners .

Technology can feel alien in schools, confuse parents and (especially) older educators, or become an alluring distraction. Good communication can help address all of these risks. Taking care to listen to educators and families can help ensure that programs are informed by their needs and concerns. At the same time, deliberately and consistently explaining what technology is and is not supposed to do, how it can be most effectively used, and the ways in which it can make it more likely that programs work as intended. For instance, if teachers fear that technology is intended to reduce the need for educators, they will tend to be hostile; if they believe that it is intended to assist them in their work, they will be more receptive. Absent effective communication, it is easy for programs to “fail” not because of the technology but because of how it was used. In short, past experience in rolling out education programs indicates that it is as important to have a strong intervention design as it is to have a solid plan to socialize it among stakeholders.

Beyond reopening: A leapfrog moment to transform education?

On September 14, the Center for Universal Education (CUE) will host a webinar to discuss strategies, including around the effective use of education technology, for ensuring resilient schools in the long term and to launch a new education technology playbook “Realizing the promise: How can education technology improve learning for all?”

file-pdf Full Playbook – Realizing the promise: How can education technology improve learning for all? file-pdf References file-pdf Appendix A – Instruments to assess availability and use of technology file-pdf Appendix B – List of reviewed studies file-pdf Appendix C – How may technology affect interactions among students, teachers, and content?

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Alejandro j. ganimian, emiliana vegas, frederick m. hess.

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How Important Is Technology in Education? Benefits, Challenges, and Impact on Students

A group of students use their electronics while sitting at their desks.

Many of today’s high-demand jobs were created in the last decade, according to the International Society for Technology in Education (ISTE). As advances in technology drive globalization and digital transformation, teachers can help students acquire the necessary skills to succeed in the careers of the future.

How important is technology in education? The COVID-19 pandemic is quickly demonstrating why online education should be a vital part of teaching and learning. By integrating technology into existing curricula, as opposed to using it solely as a crisis-management tool, teachers can harness online learning as a powerful educational tool.

The effective use of digital learning tools in classrooms can increase student engagement, help teachers improve their lesson plans, and facilitate personalized learning. It also helps students build essential 21st-century skills.

Virtual classrooms, video, augmented reality (AR), robots, and other technology tools can not only make class more lively, they can also create more inclusive learning environments that foster collaboration and inquisitiveness and enable teachers to collect data on student performance.

Still, it’s important to note that technology is a tool used in education and not an end in itself. The promise of educational technology lies in what educators do with it and how it is used to best support their students’ needs.

Educational Technology Challenges

BuiltIn reports that 92 percent of teachers understand the impact of technology in education. According to Project Tomorrow, 59 percent of middle school students say digital educational tools have helped them with their grades and test scores. These tools have become so popular that the educational technology market is projected to expand to $342 billion by 2025, according to the World Economic Forum.

However, educational technology has its challenges, particularly when it comes to implementation and use. For example, despite growing interest in the use of AR, artificial intelligence, and other emerging technology, less than 10 percent of schools report having these tools in their classrooms, according to Project Tomorrow. Additional concerns include excessive screen time, the effectiveness of teachers using the technology, and worries about technology equity.

Prominently rising from the COVID-19 crisis is the issue of content. Educators need to be able to develop and weigh in on online educational content, especially to encourage students to consider a topic from different perspectives. The urgent actions taken during this crisis did not provide sufficient time for this. Access is an added concern — for example, not every school district has resources to provide students with a laptop, and internet connectivity can be unreliable in homes.

Additionally, while some students thrive in online education settings, others lag for various factors, including support resources. For example, a student who already struggled in face-to-face environments may struggle even more in the current situation. These students may have relied on resources that they no longer have in their homes.

Still, most students typically demonstrate confidence in using online education when they have the resources, as studies have suggested. However, online education may pose challenges for teachers, especially in places where it has not been the norm.

Despite the challenges and concerns, it’s important to note the benefits of technology in education, including increased collaboration and communication, improved quality of education, and engaging lessons that help spark imagination and a search for knowledge in students.

The Benefits of Technology in Education

Teachers want to improve student performance, and technology can help them accomplish this aim. To mitigate the challenges, administrators should help teachers gain the competencies needed to enhance learning for students through technology. Additionally, technology in the classroom should make teachers’ jobs easier without adding extra time to their day.

Technology provides students with easy-to-access information, accelerated learning, and fun opportunities to practice what they learn. It enables students to explore new subjects and deepen their understanding of difficult concepts, particularly in STEM. Through the use of technology inside and outside the classroom, students can gain 21st-century technical skills necessary for future occupations.

Still, children learn more effectively with direction. The World Economic Forum reports that while technology can help young students learn and acquire knowledge through play, for example, evidence suggests that learning is more effective through guidance from an adult, such as a teacher.

Leaders and administrators should take stock of where their faculty are in terms of their understanding of online spaces. From lessons learned during this disruptive time, they can implement solutions now for the future. For example, administrators could give teachers a week or two to think carefully about how to teach courses not previously online. In addition to an exploration of solutions, flexibility during these trying times is of paramount importance.

Below are examples of how important technology is in education and the benefits it offers to students and teachers.

Increased Collaboration and Communication

Educational technology can foster collaboration. Not only can teachers engage with students during lessons, but students can also communicate with each other. Through online lessons and learning games, students get to work together to solve problems. In collaborative activities, students can share their thoughts and ideas and support each other. At the same time, technology enables one-on-one interaction with teachers. Students can ask classroom-related questions and seek additional help on difficult-to-understand subject matter. At home, students can upload their homework, and teachers can access and view completed assignments using their laptops.

Personalized Learning Opportunities

Technology allows 24/7 access to educational resources. Classes can take place entirely online via the use of a laptop or mobile device. Hybrid versions of learning combine the use of technology from anywhere with regular in-person classroom sessions. In both scenarios, the use of technology to tailor learning plans for each student is possible. Teachers can create lessons based on student interests and strengths. An added benefit is that students can learn at their own pace. When they need to review class material to get a better understanding of essential concepts, students can review videos in the lesson plan. The data generated through these online activities enable teachers to see which students struggled with certain subjects and offer additional assistance and support.

Curiosity Driven by Engaging Content

Through engaging and educational content, teachers can spark inquisitiveness in children and boost their curiosity, which research says has ties to academic success. Curiosity helps students get a better understanding of math and reading concepts. Creating engaging content can involve the use of AR, videos, or podcasts. For example, when submitting assignments, students can include videos or interact with students from across the globe.

Improved Teacher Productivity and Efficiency

Teachers can leverage technology to achieve new levels of productivity, implement useful digital tools to expand learning opportunities for students, and increase student support and engagement. It also enables teachers to improve their instruction methods and personalize learning. Schools can benefit from technology by reducing the costs of physical instructional materials, enhancing educational program efficiency, and making the best use of teacher time.

Become a Leader in Enriching Classrooms through Technology

Educators unfamiliar with some of the technology used in education may not have been exposed to the tools as they prepared for their careers or as part of their professional development. Teachers looking to make the transition and acquire the skills to incorporate technology in education can take advantage of learning opportunities to advance their competencies. For individuals looking to help transform the education system through technology, American University’s School of Education Online offers a Master of Arts in Teaching and a Master of Arts in Education Policy and Leadership to prepare educators with essential tools to become leaders. Courses such as Education Program and Policy Implementation and Teaching Science in Elementary School equip graduate students with critical competencies to incorporate technology into educational settings effectively.

Learn more about American University’s School of Education Online and its master’s degree programs.

Virtual Reality in Education: Benefits, Tools, and Resources

Data-Driven Decision Making in Education: 11 Tips for Teachers & Administration

Helping Girls Succeed in STEM

BuiltIn, “Edtech 101”

EdTech, “Teaching Teachers to Put Tech Tools to Work”

International Society for Technology in Education, “Preparing Students for Jobs That Don’t Exist”

The Journal, “How Teachers Use Technology to Enrich Learning Experiences”

Pediatric Research, “Early Childhood Curiosity and Kindergarten Reading and Math Academic Achievement”

Project Tomorrow, “Digital Learning: Peril or Promise for Our K-12 Students”

World Economic Forum, “The Future of Jobs Report 2018”

World Economic Forum, “Learning through Play: How Schools Can Educate Students through Technology”

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How Has Technology Changed Education

How Has Technology Changed Education?

Purdue Online

Technology has impacted almost every aspect of life today, and education is no exception. Or is it? In some ways, education seems much the same as it has been for many years. A 14th century illustration by Laurentius de Voltolina depicts a university lecture in medieval Italy. The scene is easily recognizable because of its parallels to the modern day. The teacher lectures from a podium at the front of the room while the students sit in rows and listen. Some of the students have books open in front of them and appear to be following along. A few look bored. Some are talking to their neighbors. One appears to be sleeping. Classrooms today do not look much different, though you might find modern students looking at their laptops, tablets, or smart phones instead of books (though probably open to Facebook). A cynic would say that technology has done nothing to change education.

However, in many ways, technology has profoundly changed education. For one, technology has greatly expanded access to education. In medieval times, books were rare and only an elite few had access to educational opportunities. Individuals had to travel to centers of learning to get an education. Today, massive amounts of information (books, audio, images, videos) are available at one’s fingertips through the Internet, and opportunities for formal learning are available online worldwide through the Khan Academy, MOOCs, podcasts, traditional online degree programs, and more. Access to learning opportunities today is unprecedented in scope thanks to technology.

Opportunities for communication and collaboration have also been expanded by technology. Traditionally, classrooms have been relatively isolated, and collaboration has been limited to other students in the same classroom or building. Today, technology enables forms of communication and collaboration undreamt of in the past. Students in a classroom in the rural U.S., for example, can learn about the Arctic by following the expedition of a team of scientists in the region, read scientists’ blog posting, view photos, e-mail questions to the scientists, and even talk live with the scientists via a videoconference. Students can share what they are learning with students in other classrooms in other states who are tracking the same expedition. Students can collaborate on group projects using technology-based tools such as wikis and Google docs. The walls of the classrooms are no longer a barrier as technology enables new ways of learning, communicating, and working collaboratively.

Technology has also begun to change the roles of teachers and learners. In the traditional classroom, such as what we see depicted in de Voltolina’s illustration, the teacher is the primary source of information, and the learners passively receive it. This model of the teacher as the “sage on the stage” has been in education for a long time, and it is still very much in evidence today. However, because of the access to information and educational opportunity that technology has enabled, in many classrooms today we see the teacher’s role shifting to the “guide on the side” as students take more responsibility for their own learning using technology to gather relevant information. Schools and universities across the country are beginning to redesign learning spaces to enable this new model of education, foster more interaction and small group work, and use technology as an enabler.

Technology is a powerful tool that can support and transform education in many ways, from making it easier for teachers to create instructional materials to enabling new ways for people to learn and work together. With the worldwide reach of the Internet and the ubiquity of smart devices that can connect to it, a new age of anytime anywhere education is dawning. It will be up to instructional designers and educational technologies to make the most of the opportunities provided by technology to change education so that effective and efficient education is available to everyone everywhere.

You can help shape the influence of technology in education with an Online Master of Science in Education in Learning Design and Technology from Purdue University Online. This accredited program offers studies in exciting new technologies that are shaping education and offers students the opportunity to take part in the future of innovation.

Learn more about the online MSEd in Learning Design and Technology at Purdue University today and help redefine the way in which individuals learn. Call (877) 497-5851 to speak with an admissions advisor or click here to request more information.

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New global data reveal education technology’s impact on learning

The promise of technology in the classroom is great: enabling personalized, mastery-based learning; saving teacher time; and equipping students with the digital skills they will need for 21st-century careers. Indeed, controlled pilot studies have shown meaningful improvements in student outcomes through personalized blended learning. 1 John F. Pane et al., “How does personalized learning affect student achievement?,” RAND Corporation, 2017, rand.org. During this time of school shutdowns and remote learning , education technology has become a lifeline for the continuation of learning.

As school systems begin to prepare for a return to the classroom , many are asking whether education technology should play a greater role in student learning beyond the immediate crisis and what that might look like. To help inform the answer to that question, this article analyzes one important data set: the 2018 Programme for International Student Assessment (PISA), published in December 2019 by the Organisation for Economic Co-operation and Development (OECD).

Every three years, the OECD uses PISA to test 15-year-olds around the world on math, reading, and science. What makes these tests so powerful is that they go beyond the numbers, asking students, principals, teachers, and parents a series of questions about their attitudes, behaviors, and resources. An optional student survey on information and communications technology (ICT) asks specifically about technology use—in the classroom, for homework, and more broadly.

In 2018, more than 340,000 students in 51 countries took the ICT survey, providing a rich data set for analyzing key questions about technology use in schools. How much is technology being used in schools? Which technologies are having a positive impact on student outcomes? What is the optimal amount of time to spend using devices in the classroom and for homework? How does this vary across different countries and regions?

From other studies we know that how education technology is used, and how it is embedded in the learning experience, is critical to its effectiveness. This data is focused on extent and intensity of use, not the pedagogical context of each classroom. It cannot therefore answer questions on the eventual potential of education technology—but it can powerfully tell us the extent to which that potential is being realized today in classrooms around the world.

Five key findings from the latest results help answer these questions and suggest potential links between technology and student outcomes:

The type of device matters—some are associated with worse student outcomes.
Geography matters—technology is associated with higher student outcomes in the United States than in other regions.
Who is using the technology matters—technology in the hands of teachers is associated with higher scores than technology in the hands of students.
Intensity matters—students who use technology intensely or not at all perform better than those with moderate use.
A school system’s current performance level matters—in lower-performing school systems, technology is associated with worse results.

This analysis covers only one source of data, and it should be interpreted with care alongside other relevant studies. Nonetheless, the 2018 PISA results suggest that systems aiming to improve student outcomes should take a more nuanced and cautious approach to deploying technology once students return to the classroom. It is not enough add devices to the classroom, check the box, and hope for the best.

What can we learn from the latest PISA results?

How will the use, and effectiveness, of technology change post-covid-19.

The PISA assessment was carried out in 2018 and published in December 2019. Since its publication, schools and students globally have been quite suddenly thrust into far greater reliance on technology. Use of online-learning websites and adaptive software has expanded dramatically. Khan Academy has experienced a 250 percent surge in traffic; smaller sites have seen traffic grow fivefold or more. Hundreds of thousands of teachers have been thrown into the deep end, learning to use new platforms, software, and systems. No one is arguing that the rapid cobbling together of remote learning under extreme time pressure represents best-practice use of education technology. Nonetheless, a vast experiment is underway, and innovations often emerge in times of crisis. At this point, it is unclear whether this represents the beginning of a new wave of more widespread and more effective technology use in the classroom or a temporary blip that will fade once students and teachers return to in-person instruction. It is possible that a combination of software improvements, teacher capability building, and student familiarity will fundamentally change the effectiveness of education technology in improving student outcomes. It is also possible that our findings will continue to hold true and technology in the classroom will continue to be a mixed blessing. It is therefore critical that ongoing research efforts track what is working and for whom and, just as important, what is not. These answers will inform the project of reimagining a better education for all students in the aftermath of COVID-19.

PISA data have their limitations. First, these data relate to high-school students, and findings may not be applicable in elementary schools or postsecondary institutions. Second, these are single-point observational data, not longitudinal experimental data, which means that any links between technology and results should be interpreted as correlation rather than causation. Third, the outcomes measured are math, science, and reading test results, so our analysis cannot assess important soft skills and nonacademic outcomes.

It is also worth noting that technology for learning has implications beyond direct student outcomes, both positive and negative. PISA cannot address these broader issues, and neither does this paper.

But PISA results, which we’ve broken down into five key findings, can still provide powerful insights. The assessment strives to measure the understanding and application of ideas, rather than the retention of facts derived from rote memorization, and the broad geographic coverage and sample size help elucidate the reality of what is happening on the ground.

Finding 1: The type of device matters

The evidence suggests that some devices have more impact than others on outcomes (Exhibit 1). Controlling for student socioeconomic status, school type, and location, 2 Specifically, we control for a composite indicator for economic, social, and cultural status (ESCS) derived from questions about general wealth, home possessions, parental education, and parental occupation; for school type “Is your school a public or a private school” (SC013); and for school location (SC001) where the options are a village, hamlet or rural area (fewer than 3,000 people), a small town (3,000 to about 15,000 people), a town (15,000 to about 100,000 people), a city (100,000 to about 1,000,000 people), and a large city (with more than 1,000,000 people). the use of data projectors 3 A projector is any device that projects computer output, slides, or other information onto a screen in the classroom. and internet-connected computers in the classroom is correlated with nearly a grade-level-better performance on the PISA assessment (assuming approximately 40 PISA points to every grade level). 4 Students were specifically asked (IC009), “Are any of these devices available for you to use at school?,” with the choices being “Yes, and I use it,” “Yes, but I don’t use it,” and “No.” We compared the results for students who have access to and use each device with those who do not have access. The full text for each device in our chart was as follows: Data projector, eg, for slide presentations; Internet-connected school computers; Desktop computer; Interactive whiteboard, eg, SmartBoard; Portable laptop or notebook; and Tablet computer, eg, iPad, BlackBerry PlayBook.

On the other hand, students who use laptops and tablets in the classroom have worse results than those who do not. For laptops, the impact of technology varies by subject; students who use laptops score five points lower on the PISA math assessment, but the impact on science and reading scores is not statistically significant. For tablets, the picture is clearer—in every subject, students who use tablets in the classroom perform a half-grade level worse than those who do not.

Some technologies are more neutral. At the global level, there is no statistically significant difference between students who use desktop computers and interactive whiteboards in the classroom and those who do not.

Finding 2: Geography matters

Looking more closely at the reading results, which were the focus of the 2018 assessment, 5 PISA rotates between focusing on reading, science, and math. The 2018 assessment focused on reading. This means that the total testing time was two hours for each student, of which one hour was reading focused. we can see that the relationship between technology and outcomes varies widely by country and region (Exhibit 2). For example, in all regions except the United States (representing North America), 6 The United States is the only country that took the ICT Familiarity Questionnaire survey in North America; thus, we are comparing it as a country with the other regions. students who use laptops in the classroom score between five and 12 PISA points lower than students who do not use laptops. In the United States, students who use laptops score 17 PISA points higher than those who do not. It seems that US students and teachers are doing something different with their laptops than those in other regions. Perhaps this difference is related to learning curves that develop as teachers and students learn how to get the most out of devices. A proxy to assess this learning curve could be penetration—71 percent of US students claim to be using laptops in the classroom, compared with an average of 37 percent globally. 7 The rate of use excludes nulls. The United States measures higher than any other region in laptop use by students in the classroom. US = 71 percent, Asia = 40 percent, EU = 35 percent, Latin America = 31 percent, MENA = 21 percent, Non-EU Europe = 41 percent. We observe a similar pattern with interactive whiteboards in non-EU Europe. In every other region, interactive whiteboards seem to be hurting results, but in non-EU Europe they are associated with a lift of 21 PISA points, a total that represents a half-year of learning. In this case, however, penetration is not significantly higher than in other developed regions.

Finding 3: It matters whether technology is in the hands of teachers or students

The survey asks students whether the teacher, student, or both were using technology. Globally, the best results in reading occur when only the teacher is using the device, with some benefit in science when both teacher and students use digital devices (Exhibit 3). Exclusive use of the device by students is associated with significantly lower outcomes everywhere. The pattern is similar for science and math.

Again, the regional differences are instructive. Looking again at reading, we note that US students are getting significant lift (three-quarters of a year of learning) from either just teachers or teachers and students using devices, while students alone using a device score significantly lower (half a year of learning) than students who do not use devices at all. Exclusive use of devices by the teacher is associated with better outcomes in Europe too, though the size of the effect is smaller.

Finding 4: Intensity of use matters

PISA also asked students about intensity of use—how much time they spend on devices, 8 PISA rotates between focusing on reading, science, and math. The 2018 assessment focused on reading. This means that the total testing time was two hours for each student, of which one hour was reading focused. both in the classroom and for homework. The results are stark: students who either shun technology altogether or use it intensely are doing better, with those in the middle flailing (Exhibit 4).

The regional data show a dramatic picture. In the classroom, the optimal amount of time to spend on devices is either “none at all” or “greater than 60 minutes” per subject per week in every region and every subject (this is the amount of time associated with the highest student outcomes, controlling for student socioeconomic status, school type, and location). In no region is a moderate amount of time (1–30 minutes or 31–60 minutes) associated with higher student outcomes. There are important differences across subjects and regions. In math, the optimal amount of time is “none at all” in every region. 9 The United States is the only country that took the ICT Familiarity Questionnaire survey in North America; thus, we are comparing it as a country with the other regions. In reading and science, however, the optimal amount of time is greater than 60 minutes for some regions: Asia and the United States for reading, and the United States and non-EU Europe for science.

The pattern for using devices for homework is slightly less clear cut. Students in Asia, the Middle East and North Africa (MENA), and non-EU Europe score highest when they spend “no time at all” on devices for their homework, while students spending a moderate amount of time (1–60 minutes) score best in Latin America and the European Union. Finally, students in the United States who spend greater than 60 minutes are getting the best outcomes.

One interpretation of these data is that students need to get a certain familiarity with technology before they can really start using it to learn. Think of typing an essay, for example. When students who mostly write by hand set out to type an essay, their attention will be focused on the typing rather than the essay content. A competent touch typist, however, will get significant productivity gains by typing rather than handwriting.

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Finding 5: the school systems’ overall performance level matters.

Diving deeper into the reading outcomes, which were the focus of the 2018 assessment, we can see the magnitude of the impact of device use in the classroom. In Asia, Latin America, and Europe, students who spend any time on devices in their literacy and language arts classrooms perform about a half-grade level below those who spend none at all. In MENA, they perform more than a full grade level lower. In the United States, by contrast, more than an hour of device use in the classroom is associated with a lift of 17 PISA points, almost a half-year of learning improvement (Exhibit 5).

At the country level, we see that those who are on what we would call the “poor-to-fair” stage of the school-system journey 10 Michael Barber, Chinezi Chijoke, and Mona Mourshed, “ How the world’s most improved school systems keep getting better ,” November 2010. have the worst relationships between technology use and outcomes. For every poor-to-fair system taking the survey, the amount of time on devices in the classroom associated with the highest student scores is zero minutes. Good and great systems are much more mixed. Students in some very highly performing systems (for example, Estonia and Chinese Taipei) perform highest with no device use, but students in other systems (for example, Japan, the United States, and Australia) are getting the best scores with over an hour of use per week in their literacy and language arts classrooms (Exhibit 6). These data suggest that multiple approaches are effective for good-to-great systems, but poor-to-fair systems—which are not well equipped to use devices in the classroom—may need to rethink whether technology is the best use of their resources.

What are the implications for students, teachers, and systems?

Looking across all these results, we can say that the relationship between technology and outcomes in classrooms today is mixed, with variation by device, how that device is used, and geography. Our data do not permit us to draw strong causal conclusions, but this section offers a few hypotheses, informed by existing literature and our own work with school systems, that could explain these results.

First, technology must be used correctly to be effective. Our experience in the field has taught us that it is not enough to “add technology” as if it were the missing, magic ingredient. The use of tech must start with learning goals, and software selection must be based on and integrated with the curriculum. Teachers need support to adapt lesson plans to optimize the use of technology, and teachers should be using the technology themselves or in partnership with students, rather than leaving students alone with devices. These lessons hold true regardless of geography. Another ICT survey question asked principals about schools’ capacity using digital devices. Globally, students performed better in schools where there were sufficient numbers of devices connected to fast internet service; where they had adequate software and online support platforms; and where teachers had the skills, professional development, and time to integrate digital devices in instruction. This was true even accounting for student socioeconomic status, school type, and location.

COVID-19 and student learning in the United States: The hurt could last a lifetime

Second, technology must be matched to the instructional environment and context. One of the most striking findings in the latest PISA assessment is the extent to which technology has had a different impact on student outcomes in different geographies. This corroborates the findings of our 2010 report, How the world’s most improved school systems keep getting better . Those findings demonstrated that different sets of interventions were needed at different stages of the school-system reform journey, from poor-to-fair to good-to-great to excellent. In poor-to-fair systems, limited resources and teacher capabilities as well as poor infrastructure and internet bandwidth are likely to limit the benefits of student-based technology. Our previous work suggests that more prescriptive, teacher-based approaches and technologies (notably data projectors) are more likely to be effective in this context. For example, social enterprise Bridge International Academies equips teachers across several African countries with scripted lesson plans using e-readers. In general, these systems would likely be better off investing in teacher coaching than in a laptop per child. For administrators in good-to-great systems, the decision is harder, as technology has quite different impacts across different high-performing systems.

Third, technology involves a learning curve at both the system and student levels. It is no accident that the systems in which the use of education technology is more mature are getting more positive impact from tech in the classroom. The United States stands out as the country with the most mature set of education-technology products, and its scale enables companies to create software that is integrated with curricula. 11 Common Core State Standards sought to establish consistent educational standards across the United States. While these have not been adopted in all states, they cover enough states to provide continuity and consistency for software and curriculum developers. A similar effect also appears to operate at the student level; those who dabble in tech may be spending their time learning the tech rather than using the tech to learn. This learning curve needs to be built into technology-reform programs.

Taken together, these results suggest that systems that take a comprehensive, data-informed approach may achieve learning gains from thoughtful use of technology in the classroom. The best results come when significant effort is put into ensuring that devices and infrastructure are fit for purpose (fast enough internet service, for example), that software is effective and integrated with curricula, that teachers are trained and given time to rethink lesson plans integrating technology, that students have enough interaction with tech to use it effectively, and that technology strategy is cognizant of the system’s position on the school-system reform journey. Online learning and education technology are currently providing an invaluable service by enabling continued learning over the course of the pandemic; this does not mean that they should be accepted uncritically as students return to the classroom.

Jake Bryant is an associate partner in McKinsey’s Washington, DC, office; Felipe Child is a partner in the Bogotá office; Emma Dorn is the global Education Practice manager in the Silicon Valley office; and Stephen Hall is an associate partner in the Dubai office.

The authors wish to thank Fernanda Alcala, Sujatha Duraikkannan, and Samuel Huang for their contributions to this article.

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What 126 studies say about education technology

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J-PAL North America's recently released publication summarizes 126 rigorous evaluations of different uses of education technology and their impact on student learning.

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In recent years, there has been widespread excitement around the transformative potential of technology in education. In the United States alone, spending on education technology has now exceeded $13 billion . Programs and policies to promote the use of education technology may expand access to quality education, support students’ learning in innovative ways, and help families navigate complex school systems.

However, the rapid development of education technology in the United States is occurring in a context of deep and persistent inequality . Depending on how programs are designed, how they are used, and who can access them, education technologies could alleviate or aggravate existing disparities. To harness education technology’s full potential, education decision-makers, product developers, and funders need to understand the ways in which technology can help — or in some cases hurt — student learning.

To address this need, J-PAL North America recently released a new publication summarizing 126 rigorous evaluations of different uses of education technology. Drawing primarily from research in developed countries, the publication looks at randomized evaluations and regression discontinuity designs across four broad categories: (1) access to technology, (2) computer-assisted learning or educational software, (3) technology-enabled nudges in education, and (4) online learning.

This growing body of evidence suggests some areas of promise and points to four key lessons on education technology.

First, supplying computers and internet alone generally do not improve students’ academic outcomes from kindergarten to 12th grade, but do increase computer usage and improve computer proficiency. Disparities in access to information and communication technologies can exacerbate existing educational inequalities. Students without access at school or at home may struggle to complete web-based assignments and may have a hard time developing digital literacy skills.

Broadly, programs to expand access to technology have been effective at increasing use of computers and improving computer skills. However, computer distribution and internet subsidy programs generally did not improve grades and test scores and in some cases led to adverse impacts on academic achievement. The limited rigorous evidence suggests that distributing computers may have a more direct impact on learning outcomes at the postsecondary level.

Second, educational software (often called “computer-assisted learning”) programs designed to help students develop particular skills have shown enormous promise in improving learning outcomes, particularly in math. Targeting instruction to meet students’ learning levels has been found to be effective in improving student learning, but large class sizes with a wide range of learning levels can make it hard for teachers to personalize instruction. Software has the potential to overcome traditional classroom constraints by customizing activities for each student. Educational software programs range from light-touch homework support tools to more intensive interventions that re-orient the classroom around the use of software.

Most educational software that have been rigorously evaluated help students practice particular skills through personalized tutoring approaches. Computer-assisted learning programs have shown enormous promise in improving academic achievement, especially in math. Of all 30 studies of computer-assisted learning programs, 20 reported statistically significant positive effects, 15 of which were focused on improving math outcomes.

Third, technology-based nudges — such as text message reminders — can have meaningful, if modest, impacts on a variety of education-related outcomes, often at extremely low costs. Low-cost interventions like text message reminders can successfully support students and families at each stage of schooling. Text messages with reminders, tips, goal-setting tools, and encouragement can increase parental engagement in learning activities, such as reading with their elementary-aged children.

Middle and high schools, meanwhile, can help parents support their children by providing families with information about how well their children are doing in school. Colleges can increase application and enrollment rates by leveraging technology to suggest specific action items, streamline financial aid procedures, and/or provide personalized support to high school students.

Online courses are developing a growing presence in education, but the limited experimental evidence suggests that online-only courses lower student academic achievement compared to in-person courses. In four of six studies that directly compared the impact of taking a course online versus in-person only, student performance was lower in the online courses. However, students performed similarly in courses with both in-person and online components compared to traditional face-to-face classes.

The new publication is meant to be a resource for decision-makers interested in learning which uses of education technology go beyond the hype to truly help students learn. At the same time, the publication outlines key open questions about the impacts of education technology, including questions relating to the long-term impacts of education technology and the impacts of education technology on different types of learners.

To help answer these questions, J-PAL North America’s Education, Technology, and Opportunity Initiative is working to build the evidence base on promising uses of education technology by partnering directly with education leaders.

Education leaders are invited to submit letters of interest to partner with J-PAL North America through its Innovation Competition . Anyone interested in learning more about how to apply is encouraged to contact initiative manager Vincent Quan .

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J-PAL North America’s Education, Technology, and Opportunity Innovation Competition supports education leaders in using randomized evaluations to generate evidence on how technology can improve student learning, particularly for students from disadvantaged backgrounds.

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