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  • Kenneth Kwok

#TechnologyForAll

Updated: Oct 4, 2020

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.



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.


We need to further a simple yet surprisingly rare approach to education technology that seeks to:


  1. Understand the needs, infrastructure, and capacity of a school system—the diagnosis;

  2. Survey the best available evidence on interventions that match those conditions—the evidence; and

  3. Closely monitor the results of innovations before they are scaled up—the prognosis.


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