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The collaborative applications enhances learning because there is ways to break out into groups via technology, they have access to materials, resources and meetings that maybe scheduled. There is the aspect of live  updates and keeping updated with technology and any learning you need to do, it develops learners ICT skills and challenges them if they are not confident it can build their confidence to being more technical aware. It was important during Covid as it was the only way students were able to gain their education and be able to develop their knowledge this challenged everyone in the educational industry from tutors, to the students and higher members of staff,  covid developed everyone’s technical skills and ability.    There is limits to technology such as internet issues, power cuts and technology not working as it should this can limit to what you can teach if it is all based around technology, there is the aspect of having a plan b and paper copy so if there is a technical issue you are still able to teach the lesson, if the lesson is online be able to contact students and make them aware of the issue and be able to set them on the task and when you are back online you can assess they have done the work or ask them to email the work to you, other limitations can be how technical advanced some students are, what sort of software the students are using. Using technology it is inclusive so if some students don’t speak fluent english then they will be able to translate what is being asked. In the world we live in the world is evolving which means the educational sustainability will change in the future, as we develop resources and equipment will develop and become more technical aware. Plus the students will be able to research anything they don’t understand or access videos to help develop their learning. Plus those who don’t feel confident writing with pen and paper they can be type up a answer or record a answer which can then be looked over and be given feedback on

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Limitations of technology as a pedagogical tool

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Limitations of technology as a pedagogical tool

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Technology could potentially cause a distraction for some learners
Technology could fail - always have a back up plan
Some technology (apps) one size fits all - harder to differentiate
Although there are lots of benefits too.

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This is stating the advantages of technology

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I found this online and thought it was Interesting and I would share!

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The World Bank Group (WBG) is the largest financier of education in the developing world, working on education programs in more than 80 countries to provide quality education and lifelong learning opportunities for all.

The WBG works in partnership with governments and organizations worldwide to support innovative projects, timely research, and knowledge sharing activities about the effective and appropriate use of information and communication technologies (ICTs) in education systems -- "EdTech" -- to strengthen learning and contribute to poverty reduction around the world, as part of its larger work related to education.

The World Bank estimated the levels of "Learning Poverty" across the globe by measuring the number of 10-year old children who cannot read and understand a simple story by the end of primary school. In low- and middle-income countries "learning poverty" stands at 53%, while for the poorest countries, this is 80% on average. With the spread of the Coronavirus disease (COVID-19), 180+ countries mandated temporary school closures, leaving ~1.6 billion children and youth out of school at its height and affecting approximately 85% of children world-wide. While most countries are working towards re-opening schools, there are still intermittent closures and use of hybrid learning.
Reflecting on COVID Response and Remote Learning
Technology played and continues to play an essential role to deliver education to the students outside of school. Commendably, all countries were able to deploy remote learning technologies using a combination of TV, Radio, Online and Mobile Platforms. However, many children in low income countries did not participate in remote learning with about a third of low income countries reporting that 50% of children had not been reached in a joint UNESCO-UNICEF-World Bank survey. The pandemic has also led to significant losses in learning. School closures and limited access to remote learning means that Learning Poverty is likely to worsen from 53% to 63% especially in low-income countries if no remediation interventions are taken.

The crisis has starkly highlighted the inequalities in digital access and that 'business as usual' will not work for delivery of education to all children. To close the digital divides in Education and leverage the power of technology to accelerate learning, reduce learning poverty, and support skills development a focus must be placed in bridging the gaps in: i) digital infrastructure (connectivity, devices and software); ii) human infrastructure (teacher capacity, student skills and parental support); and iii) logistical and administrative systems to deploy and maintain tech architecture.

Education systems must adapt. It is against this backdrop that the EdTech team at the World Bank has identified five key questions to address in the short to medium term. These questions touch on the need to re-imagine education, to provide an equitable, engaging and fun learning experience for all children.

How can countries leverage EdTech investments to develop resilient hybrid learning systems? This question requires both reflecting on the lessons from implementation of remote learning during COVID and addressing the new digital infrastructure access divide. The World Bank is working with countries to identify how to address issues of affordable connectivity, device procurement, cloud solutions and multi-modal delivery of education. Moreover, the investments that countries have made in remote learning could be leveraged address existing challenges in education. Many countries are now thinking about a dual role for remote learning: as an insurance policy against future calamites especially in a world experiencing climate change as well as a way to reach out of school children and provide a lifelong education to all citizens.

How can countries recover learning loss, more effectively harness data and personalize learning with technology? The World Bank is deepening its work on adaptive learning systems, remote assessment and how education systems can more effectively use learning analytics to personalize education. A major part of this work will be developing a new strategy for Education Management Information Systems (EMIS 2.0) to support more effective use of data.

What are the changing roles and new skills for teachers in hybrid learning systems and how can additional human connections be leveraged through technology? The World Bank is exploring teacher competency frameworks, teacher networks, and communities of innovative teachers to support countries to empower teachers. Teachers are still central to learning even, or rather, especially in an environment rich with technology. Evidence is growing that bypassing Teachers and not engaging them with technology does not lead to student learning improvement.

How can countries leverage open technology ecosystems to expand access to quality content and learning experiences? The World Bank will collaborate with partners developing open global public goods and strategies to engage the large ecosystem of innovators in client countries to support the design and development of new educational content and curriculum. The team will develop communities of practice around EdTech innovation hubs and creative talent to develop new open educational libraries. A key content area of focus will be climate change.

How can technology support the development, measurement and accreditation of future skills? The World Bank will support countries to define 21st century competencies in students and teachers; explore ways to more effectively measure these skills and accredit these skills in collaboration with external partners sharing knowledge and experience in communities of practice on hard to measure skills and blockchain for education.
Education technology by itself is not a panacea
Though investment in EdTech has been increasing, learning and outcomes as a result have not changed considerably in many countries. An OECD report found that, when it comes to impact of computer usage in schools as measured through PISA, "impact on student performance is mixed, at best." COVID however has changed the debate on EdTech from a question of if to a question of how. Experience to date highlights that teaching and learning remotely is not the same as face-to-face pedagogy. Many teachers with access to e-content, for instance, use it like any another textbook to read from in class. Some adjustments include shorter and more modular content, more engaging content such as edutainment, continuous feedback, smaller group on-line discussions on more open-ended questions. Education at its heart is about human connections and relationships. While we can never replace the magic that happens between great teachers and students in an in-person environment, we should focus on the social aspects of technology to enhance connections from a distance. Much more attention must be directed on how technology will enhance teaching and learning in a blended learning environment reaching students, both in school and at home.

Last Updated: Sep 24, 2021

World Bank EdTech Strategy
As education systems invest in EdTech, the World Bank advocates these five principles for how to design and implement technology to re-imagine education:

1. ASK WHY: EdTech policies need to be developed with a clear purpose, strategy and vision of the intended education change to address the learning crisis.

If technology is the answer, what is the question? Education technology should be focused on the "education" and not just on the "technology". Before investing in and deploying EdTech, policymakers must ask what education challenges need to be addressed and what resulting change is desired. Policies must be holistic to account for teacher capacity and incentives, appropriate digital learning resources linked to the curriculum, and formative assessments that capture learning. Education at its core is a human-centered socially intensive endeavor. Technology is a means to these goals.

2. DESIGN FOR SCALE: EdTech design should be flexible and user-centered with equity and inclusion at its heart in order to realize scale and sustainability for all.

Design for scale begins with proactive engagement and empathy for all possible end-users -- students, teachers, administrators, parents, etc. Engagement with different users will reveal different needs. Understanding these needs will lead to inclusive and flexible designs that will be equitable and hence scalable. Today, the use of EdTech has demonstrated and is exacerbating inequities in education systems. This need not be the case. Beginning the design process with how technology can be utilized for all will lead to initiatives that are equitable and adaptable to specific contexts and thereby sustainable at scale.

3. EMPOWER TEACHERS: Technology should enhance teacher engagement with students through access to content, data and networks allowing them to focus on personalized student learning.EdTech cannot replace teachers, it can only augment teaching.

Evidence from around the world shows that, over time, the role of teachers become more central, and not peripheral, as the result of the effective use of EdTech. Technology will replace some of what teachers currently do, while at the same time supporting teachers as they take on new, often more sophisticated duties and responsibilities as a result of technological change. Teachers can be facilitators of learning, part of a learning team, a collaborator with outside expert mentors, a team leader on a project-based learning activity, etc. At the same time, in those circumstances where there is a scarcity of teachers or low-capacity teachers, technology can play an important role in assisting learners to, in part, overcome this absence. Where teachers lack content or pedagogical knowledge, technology can support structured lesson plans or text-based nudges to build this capacity. Teachers' use of technology will empower them to leverage an array of resources to provide more focused, personalized learning to students.

4. ENGAGE THE ECOSYSTEM: Education systems should take a whole of government and multi-stakeholder approach to engage and incorporate the most innovative ideas to support student learning.Ministries of Education should leverage all stakeholders in the education system when developing and implementing EdTech programs and policies. The best content, software, applications, algorithms and edutainment will be spread across many innovators in the country and around the world.

Ministries of Education should actively identify ways to find, incentive, integrate and sustain the creators in their country. This content can be delivered over the most appropriate channel - radio, TV, mobile, web - and bundled with data on learning and feedback to support continuous learning. This ecosystem includes key stakeholders such as students, teachers, school leaders, parents, NGOs, donors and the private sector including app developers, publishers, equipment manufacturers, telecommunication companies and cloud service providers. Clearly, EdTech requires that all these actors work in concert to a common goal taking a "whole of government approach." Successful EdTech policies and deployments requires that Ministries of Education leverage all stakeholders - inside and outside the education system.

5. DATA DRIVEN: Transparent standards and interoperable data architecture supports evidence-based decision making and a culture of learning and experimentation.

Technology can and should be used to easily collect data from educational institutions, analyze this data and support decision making. Technology is currently available to measure outcomes, track student performance, manage student retention, track book distribution, manage teacher recruitment, track education system spending, etc. Without these, countries will not be as efficient in supporting schools, students and teachers. This data however is diffused through various systems in Ministries of Education and other parts of government. Countries must have flexible, scalable systems that avoid data silos that don't talk to one another and vendor-lock in (where future decisions on the use of EdTech are constrained by technology choices made in the past). To operationalize this principle, Ministries of Education should promote transparent standards that facilitate interoperability of systems, data and content and remove barriers to competition in order to promote a data-driven decision-making culture. Many times, learnings from this data is not fed back into the system. A culture of gathering rigorous data about the 'impact of EdTech' must be priority. With the pace of technological change, evidence quickly becomes stale. Hence, constant learning through iteration, controlled experimentation, and nimble evaluations is critical to separate 'hope' from 'hype' surrounding different technologies and informing all further EdTech decisions. The culture of data-driven decision making must be strengthened.
In order to operationalize these principles, the World Bank focuses on the discovery, diffusion and deployment of new technologies.
Discover, document, generate and analyze evidence-based technology solutions in education attuned to developing countries.

The World Bank supports the EdTech community across countries to discover new innovations, build the evidence base and facilitate the transformation of ministries of education into learning organizations. In some sense, policy makers are supported to think like a system, but act like entrepreneurs. This is achieved through institutional support for Monitoring and Evaluation (M&E) into projects that use EdTech; the inclusion of partnerships with like-minded organizations and the development of global public goods that can be used across multiple countries.

Diffuse this knowledge widely across policy makers in our client countries and support capacity development to better use this new knowledge. The World Bank promotes multi-stakeholder approaches, including partnerships beyond the traditional education sector, to support the effective, appropriate and impactful use of EdTech.

The World Bank works in partnership with governments, academic institutions, non-governmental organizations, private companies, civil society and communities worldwide to support innovative projects, timely research, and knowledge-sharing about EdTech with the ultimate goal of improving teaching and learning. To do this, it invests in the capabilities of its staff to identify and lead partnerships, drawing on relevant experience and expertise. The World Bank also recognizes the role played by the private sector and seeks to harness its innovation and ingenuity to strengthen efficiencies in the public sector. This approach of networking expertise is critical to ensure that EdTech experiences are effectively shared across regions and that last-mile support to educational institutions supports implementation of government programs.

Deploy solutions, at the pilot level and at scale, tackling adoption barriers (including in procurement) and in ways informed by evidence, and which allow for efficient course correction. The World Bank supports countries as they seek to strengthen and expand existing educational practices and approaches through the use of new technologies, as well as to transform them. The World Bank works with partners to develop digital global public goods that adhere to its 5 EdTech principles. These digital global public goods are digitized knowledge and ideas that countries can build upon and adapt to their contexts.

To execute this strategy the World Bank will provide support to countries through lending operations, partnership networks, and development of digital global public goods in support of the overall World Bank education approach.
Reimagining Human Connections: Technology and Innovation in Education at the World Bank
Last Updated: Sep 24, 2021

Current and Past Projects
Notable recent projects include:

In Burundi, the Burundi Skills for Jobs: Women and Youth aims at supporting job creation for women and youth, with a focus on digital skills and support the creation of a new Institute of Computer Science/Computer Engineering and Digital Transformation, anchored at the University of Burundi in partnership with world class universities.

In Nigeria, the Edo Basic Education Sector and Skills Transformation Operation leverages technology to improve teaching and learning processes in basic education and has institutionalized remote learning EdoBEST@Home program to provide access to all students outside school.

In Pakistan, the Higher Education Development Project includes support to equip Students and Higher Education Institutions with Modern Technology and to leverage technology to improve the teaching, learning and research environment in Pakistan including upgrading Pakistan's National Research and Education Network (NREN)).

In Morocco, the pandemic created an electroshock on the education system that motivated the country to come up with a new system that prepares the schools for the new realities and for the future of education. Classrooms are kept smaller and new methods of teaching have been developed to enable teachers to animate classes in a way that students understand better. In addition, the schools are more connected than ever. System of evaluation of the new way of teaching and learning is being developed. Complementing, but not replacing in-person teaching by online classes. Developing pedagogical models that support the return to school and provide different learning formats for different situations/students. Morocco is introducing a hybrid-model for families to choose.

In Turkey, an COVID emergency response Project - Safe Schooling and Distance Education Project aims to build future resilience in the education system by creating a new hybrid learning model to support access to digital resources, improve connectivity and access to education data. The Project will also build out the national ecosystem of innovators to support the development of new learning resources and build capacity of teachers to effectively use these digital resources to support hybrid learning.

EVOKE, an online alternate reality game supporting social innovation among young people around the world including a latest iteration on use of Blockchain for conditional cash transfer in Colombia. Also support for FabLabs in higher education institutions in countries like Bangladesh, research into the use of e-readers in schools in Lagos, and pilots of the Khan Academy in Nigeria and Guyana.

Events Resources
We release a number of publications each year on specific projects and themes related to technology and innovation in education. See attached a sample of some of these resources linked to the critical questions we will address in the coming year:
1. How can countries leverage EdTech investments to develop resilient hybrid learning systems? 2. How can countries recover learning loss, more effectively harness data and personalize learning with technology? 3. What are the changing roles and new skills for teachers in hybrid learning systems and how can additional human connections be leveraged through technology? 4. How can countries leverage open technology ecosystems to expand access to quality content and learning experiences? 5. How can technology support the development, measurement and accreditation of future skills? Comprehensive list of past publications (Archive) Download Knowledge Packs
Knowledge Packs are resources developed by the World Bank's EdTech team to serve as short, practical guides on individual topics within education technology.

Last Updated: Sep 24, 2021

EdTech Hub
Founded in 2019, the EdTech Hub was established to accelerate progress toward ending the global learning crisis by increasing the use of evidence to inform decision-making about education technology. Technology has the potential to help address the global learning crisis. But that potential is not yet being realised. Some reasons for this include:

incomplete understanding of what works and what does not

many under-researched issues

intervention designs are often not evidence-based

policy decisions are often not evidence-based

stakeholders are disconnected

the evidence that does exist is not easily accessible

The EdTech Hub aims to address these gaps. The EdTech Hub will synthesize existing evidence, conduct new research, support innovations to scale, and provide advisory support to governments and other country partners.

The EdTech Hub is collaboratively run by a partnership of organisations: Overseas Development Institute, Faculty of Education at the University of Cambridge, Results for Development, Open Development and Education, Brink, Jigsaw Consult, BRAC, Afrilabs and eLearning Africa. The EdTech Hub is funded by the UK Department for International Development, the World Bank and the Bill & Melinda Gates Foundation.
Education Continuity Partnership under COVID-19 with OECD, Harvard & HundrED
In the wake of COVID-19, the Harvard Global Education Innovation Initiative, HundrED, the OECD Directorate for Education and Skills and the World Bank Group Education Global Practice is gathering information from around the world on the education response to the crisis. This includes a series of webinar conversations and a series of education stories.
Strategic Impact Evaluation Fund (SIEF)
The World Bank's Strategic Impact Evaluation Fund (SIEF) supports scientifically rigorous research that measures the impact of programs and policies to improve education, health, access to quality water and sanitation, and early childhood development in low and middle income countries. The majority of the evaluations are randomized control trials (RCTs) and they were chosen through a competitive process open to researchers worldwide.

On July 29, 2020, SIEF announced six evaluation teams that will receive funding through SIEF's COVID-19 emergency window. These evaluations will rapidly generate evidence on how to keep students engaged with learning and remote education at home and how to prepare them for the return to school. Each evaluation will also collect detailed cost data that can help shed light on the resources required for scale and sustained implementation. Teams include: Bangladesh, Ecuador, Ghana, Guatemala, Pakistan, Sierra Leone.
Global EdTech Readiness Index Partnership
The Global Edtech Readiness Index is part of the Global Education Policy Dashboard (GEPD) funded by a partnership between the World Bank, Bill & Melinda Gates Foundation, U.K.'s Department for International Development and government of Japan.

The World Bank, with support from Imaginable Futures has created the EdTech Readiness Index (ETRI). The tool will enable countries to: (a) identify good practices and areas where EdTech policies can be strengthened, and (b) monitor progress as countries take action.

The ETRI goes beyond measuring the availability of devices and the level of connectivity to capture key elements of the larger education-technology ecosystem in a country, guiding efforts to increase learning opportunities and reduce inequalities. ETRI is organized around 6 pillars: School Management, Teachers, Students, Devices, Connectivity, and Digital Resources. For each pillar, the ETRI reports on a practice indicator (to capture the practices at the school level), a de jure policy indicator (to capture whether there is a policy to inform each practice), and a de facto policy indicator (to measure the extent to which the policy is implemented)
Continuity and Acceleration of Learning
The Continuous and Accelerated Learning (CAL) program aims to support multi-modal continuous learning by supporting the development, dissemination and delivery at scale of new and existing global public goods and regional learning continuity approaches, in the short term to offset the impacts of school closures, and in the medium to long term to ensure continuity and accelerate learning after schools re-open while building resilience into the education system. Support will be focused on improving foundational learning and lowering learning poverty by adapting to students', teachers' and parents' needs, anywhere, anytime in a more inclusive, equitable, effective and resilient way than pre-COVID-19.

As part of the Continuous and Accelerated Learning (CAL) program "Teachers for a Changing World: Transforming Teacher Professional Development Spotlight" (T4T) in partnership with HundrED a created a global contest to identify and promote scalable and impactful solutions for teacher professional development using technology.

The CAL work is supported by GPE and other donors and involves partnerships with UNESCO and UNICEF.
Reimagine Education: Digital Learning for Every Child Everywhere with UNICEF
UNICEF and the World Bank are joining forces to support countries to use technology as an accelerator to address key global education challenges related to equitable access to quality and relevant learning. This partnership will build on, extend, and complement existing global joint initiatives partnerships and programs that use digital technology to address the learning crisis. It also supports the improvement of teachers' effectiveness in the classroom; student development of skills needed to succeed in school, work, and life; connecting all schools to the Internet; and research on technological innovations for education. This partnership is unique, representing the convergence and alignment of the World Bank and UNICEF's global and country-level expertise, reach and ability to support implementation at scale.
mEducation Alliance
The mEducation Alliance is a non-governmental organization focused on the evidence-driven and sustainable role of technology in education to advance quality educational outcomes. Formed in 2010, the mEducation Alliance is a unique, multi-stakeholder convening platform for government and donor policymakers, other investors, researchers, and practitioners to work together, particularly in lower-resource, developing country contexts.

The mEducation Alliance is dedicated to strengthening formal and non-formal educational systems by:

Convening: connecting EdTech investors, policymakers, and practitioners;

Communicating: sharing good practices within the global EdTech community; and,

Catalyzing: accelerating EdTech investments and the scaling of promising interventions and initiatives.

Key mEducation Alliance Key Activities and Product Highlights

Ecosystem building for and acceleration of EdTech interventions

Dissemination of good practices via a variety of multimedia channels

Annual Symposia and other networking events (virtual and in person)

EdTech research profiles and research roundtables

Landscape and literature reviews

Investment consultations for donors and EdTech service providers

Catalyzing education grand challenges and competition calls

Working groups for donors and policymakers

Launch and support of a range of signature EdTech initiatives (e.g, Math Attacks!, Young Digital Champions, EdTech Academy)

The World Bank is an alliance member, along with the British Council, EdTech Hub, GIZ, Gesci, Global Partnership for Education, GSMA, IAmLearn, IDRC CRDI, ISTE, ITU, KERIS, Norad, OAS, Peace Corps, SPRIDER, US State Department, UNHCR, UNICEF, UNESCO, DFID, USAID, World Vision, World Wide Web Foundation, Brookings, and ADEA.
CORE TEAM
The core edtech team works with and supports a group of two dozen EdTech Fellows, frontline staff from across the World Bank's education global practice working in every region around the world on over 50 edtech-related topics

Robert Hawkins - WB Blog / Twitter / Podcast Interview

Michael Trucano - WB Blog / Twitter / Podcast Interview

Alex Twinomugisha - WB Blog / Podcast Interview

Cristobal Cobo - WB Blog / Twitter / Podcast Interview

Maria Barron - WB Blog/ Twitter / Podcast Interview

Inaki Sanchez Ciarrusta - WB Blog

Last Updated: Sep 24, 2021

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The World Bank Group (WBG) is the largest financier of education in the developing world, working on education programs in more than 80 countries to provide quality education and lifelong learning opportunities for all.

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Five trends of education and technology in a sustainable future

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