Image by Idiolector, used under the Creative Commons license.
Last month Leigh Linden published Complement or Substitute?, a useful study that goes beyond the question of whether information and communication technologies (ICT) can make a positive difference in education and asks instead how they may be best implemented to make such a positive difference. Writing about Linden’s research on the World Bank’s PSD Blog, Ryan Hahn offers the following summary:
Employing a pair of randomized evaluations of computer use in classrooms in Gujarat, India, Linden found that computers improve learning outcomes when they are used as a complement to the normal curriculum, rather than as a replacement for the standard offering. He also found that the weakest students benefitted most, as the computers allowed for further practice of material already covered in the classroom. Finally, Linden also found that the computers were about as cost-effective an intervention as girls scholarship programs, cash incentives for teachers, and textbooks.
Image by World Bank Photo Collection,
used under the Creative Commons license.
What would be interesting to see now is the extent to which cultural attitudes towards education in Gujarat inform the effective use of these ICT in the classroom. Would the results be different in another city or another country that possesses different attitudes towards education? How so? I would love to see this research project repeated in one or more locations in different parts of the world. I would love to see how the results change or don’t change in different global settings. If you know of any similar experiments, please point to them in the comments — I would love to hear about them and have a dialog about the strengths of different digital education programs in different parts of the world.
Contributed by Aaron Bowen