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- W2187675892 abstract "Information and communication technologies (ICTs) havelong been perceived as having the potential to transformeducation and student learning, especially in developingcountries. The underlying belief of many initiatives hasbeen that learning will happen if students and learnersare provided direct access to ICTs. However, despiteyears of research, there is little evidence of the valueof these approaches. Ideas such as the massive openonline course (MOOC) and One Laptop Per Child (OLPC)project were initially hailed as the “next big thing” ineducation because they were seen as a way to offeraccess to education to all. But most studies show thatthese initiatives are failing to deliver: course completionrates on MOOCs are usually less than 7 percent, oftenbecause of a lack of personal contact.1 A similar cycleof hype and then disappointment has been seen in themuch-touted Hole-In-The-Wall project. Although a wellintentionedattempt to deal with the problems of accessand other constraints in developing areas, it has notbeen successful in making any lasting or meaningfuleducational change." @default.
- W2187675892 created "2016-06-24" @default.
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- W2187675892 date "2015-04-01" @default.
- W2187675892 modified "2023-09-23" @default.
- W2187675892 title "ICTs in Schools: Why Focusing Policy and Resources on Educators, Not Children, Will Improve Educational Outcomes" @default.
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