I am quite often asked to help other folks identify intriguing initiatives that might, individually and/or collectively, illuminate emerging trends and approaches in this sector:
There is no shortage of edtech-related 'solutions' marketed around the world, but are they addressing the right problems and most critical challenges?
One common mechanism utilized in many countries is the establishment of a special 'innovation fund', designed to support the exploration of lots of 'new stuff' in the education sector.
Earlier this month, the Korea Education Research & Information Service (KERIS) hosted the tenth annualGlobal Symposium on ICT Use in Educationin Seoul.
It is conventional wisdom in many quarters -- indeed, for some people it approaches the level of 'incontrovertible fact' -- that young people are 'digital natives',
How do you strike a balance between the immediate needs of students *right now* and an education system's requirements to train teachers to help meet such needs over the long term?
Over the past 15 years, tremendous strides have been made in providing computing equipment and Internet access to schools around the world.
Over the past dozen years or so, I have seen and/or heard dozens (probably hundreds) of education project proposals that have sought in some way to include the use of text messages.
For decades, people have said that, when it comes to education, 'technology is only a tool' ... and then many of them have gone on to talk only about the technology.
A number ofposts related to the use of digital teaching and learning materialsthat have appeared on the World Bank'sEduTech bloghave been collected here.
I was treated to a 'best practice' example of technology use in education that I found in many ways to be, in fact, 'worst practice'.
'Testing' is a source of and trigger for controversies of all different sorts, in different places around the world.
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