Tag Archives: edtech

Internet for all – Why not now?

How can we expect to effectively reimagine education post-covid if we do not have the capacity or the will to solve problems that, for the most part, we know how to solve? In Part 1 of this post, Thomas Hatch brings together a few of the many articles that show that providing internet access to all is an enduring problem despite the evidence that many disconnected students and families could be connected using available approaches. Part 2 will provide links to some of the approaches that are being pursued to work on the problem. This article is one in a series of articles looking at what can and should change in education post-pandemic.

What can change in schools post-pandemic? We can provide internet connections and access to devices. But do we have the capacity and the will?

Like other basic utilities, internet connections and access to devices could provide a foundation for more equitable access too educational opportunities around the world. It is no panacea, of course, as adding more connected devices does not necessarily mean that students will learn more. Further, for some time in, particularly in some parts of the developing world, radio and television – rather than internet connections – are likely to continue to provide educational access as they did during the pandemic’s school closures.  yet even in the US, the pandemic exposed that many students who could be connected are not connected, and a recent report from New America shows that many more are underconnected, with insufficient and unreliable access to the internet and to internet-connected devices. In fact, 65% of US families surveyed said their children couldn’t fully participate in remote learning because they lacked access to a computer or internet. The families most likely to lack sufficient internet bandwidth and devices? Black and Hispanic families and families living below the federal poverty line: n

  • Among families who have broadband home internet service:
    • 56 percent say their service is too slow.
    • 18 percent say their service has been cut off at least once in the past 12 months due to trouble paying for it.
  • Among those who only have internet access via a smartphone or tablet (mobile-only access):
    • 34 percent say they hit the data limits in their plan at least once in the past year, preventing them from being consistently connected to the internet.
    • 28 percent say they have a hard time getting as much time on devices as they need, because too many people are sharing them.
    • 16 percent say their mobile phone service has been cut off at least once during the past year because they could not pay for it.
  • Among those with a computer at home:
    • 59 percent say it does not work properly or runs too slowly.
    • 22 percent say it is hard to get time on it because there are too many people sharing it.
  • The proportion of lower-income families who are under-connected hardly changed at all between 2015 and 2021—despite large increases in rates of home broadband and computer access.
  • Learning at Home While Under-connected: Lower-Income Families During the COVID-19 Pandemic, New America

This brief scan of articles published this year exposes the depth of problems as well as some of the solutions that are already being pursued. But the critical questions remains: if we can’t or won’t adequately pursue problems of inequitable access and outcomes when we have viable strategies to use, when should we expect to address the problems that we do not yet know how to solve?

if we can’t or won’t pursue the problems of inequitable access and outcomes when we have viable strategies to use, when should we expect to address the problems that we do not yet know how to solve?

Documenting the challenges:

An Education System, Divided: How Internet Inequity Persisted Through 4 Presidents and Left Schools Unprepared for the Pandemic, the 74

The Digital Divide Has Narrowed, But 12 Million Students Are Still Disconnected, EdSurge

“In a patchwork approach born of desperation, they scrounged wireless hot spots, struck deals with cable companies and even created networks of their own. With federal relief money and assistance from state governments and philanthropists, they have helped millions of students get online for distance learning”

‘Big Burden’ for Schools Trying to Give Kids Internet Access, Education Week

Nearly a Year Into Remote Learning ‘Digital Divide’ Persists as Key Educational Threat, as Census Data Show 1 in 3 Households Still Struggling With Limited Tech Access, The 74

Millions of Students Are Still Without WiFi and Tech—Why Haven’t Policymakers Stepped Up?, EdSurge

“’We have a fiduciary responsibility to our shareholders,’ said Comcast spokesman Charlie Douglas, who noted that his company is currently part of hundreds of K-12 agreements. ‘No single company can fix this with a flip of the switch.’ …As a result, districts are scrambling to figure out what happens next.”

Millions of Students Got Free Home Internet for Remote Learning. How Long Will It Last?, Education Week

S.C. Department of Education to shut down hotspots over the summer, WRDW

Broadband Mapping Across the US: Local, State, And Federal Methods & Contradictions, Next Century Cities

Student Home Connectivity Study, CoSN

Broadband Data and Mapping: Background and Issues for the 117 th Congress, Congressional Research Service

The wires may be there, but the dollars aren’t: Analysis shows why millions of California students lack broadband, CalMatters

The potential, promise and pitfalls of blended learning in India

This story was written by Liz Willen and originally published on The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education.

Photo: Kim Palmer

JAISALMER, India – In a rural desert school, students from this corner of Northwest India sit on the floor, squirming and awaiting instruction They have few desks and supplies and not a single computer. The setting seems highly unlikely for an innovation like blended learning to take root.

Yet throughout India, a number of digital initiatives are underway aimed at improving education in areas that lack sufficient trained and experienced teachers. The Hechinger Report visited schools in India recently and talked to experts about blended learning – which includes an element of online learning with in-class instruction – and the potential it has for helping both teachers and students in the world’s second-most populous country.

Progress is desperately needed: The UNESCO Institute for Statistics estimates that India, where half of the 1.2 billion population is under 25, will need some three million new primary school teachers by 2030. India’s education system has long lagged behind others, despite the country’s enactment of the 2009 Right to Education (RTE) ACT, which was supposed to give every child in the country the right to a full-time elementary education “of satisfactory and equitable quality.”

India has also had long had a problem with keeping girls in school. And many of the public, government-run schools – where 70 percent of all children study – have no computers or tablets.

So why is there so much optimism about blended learning as a solution? Many believe it has to do with both the huge population of India, the country’s many education needs and its chronic shortage of qualified teachers. If done well, blended learning can help all kinds of students – including slow learners – get up to speed, while boosting the ability of those who learn more quickly to master competencies and move ahead.

“I think blended learning has the potential to have a huge impact on education in India,” said Aarushi Prabhakar, an education specialist at Mindspark (also known as IACApplications), a company that that promotes a personalized interactive approach to math and language instruction catering to each child’s pace and style of learning.

Prabhakar acknowledged the lack of computers and connectivity in many Indian public schools, but said plenty of efforts are afoot to build offline solutions or add basic internet connectivity. In addition, the private sector operates 25 percent of the nation’s 1.5 million schools; those schools tend to have better facilities and more up-to-date technical equipment.

She and others are heartened by a public push from senior education officials in India on the potential of technology-aided solutions, and by the “e-India,” strategy led by Prime Minister Narendra Modi.

Tulsi Parida, a director of growth for English learning apps at Zaya Learning Labs in India, said Zaya largely works in schools that have their own digital equipment, or finds ways to persuade outside entities to get computers donated or loaned to the schools. The education nonprofit, which provides after-school programs, designed its own blended learning model and apps to work anywhere in the world. We first heard about Zaya via the  Christensen Institute, a nonprofit think tank that has been out front in studying blended learning and student-centered design around the world.

Zaya’s team “trains the teachers throughout the year, with school visits at least once a month, to share best practices on blended learning,” Parida said, adding that the insights teachers gain from the school visits inform their training, as well. School “implementation managers” visit schools regularly to make sure teachers are trained in blended learning techniques and synchronize the data to double-check progress.

“We are trying to make it more intuitive for teachers in the coming year,” Parida said in an email.

It wasn’t possible to see Mindspark in action, so we asked the company a question many who follow blended learning want to ask: how can we be sure blended learning is working? Prabhakar told us about a randomized trial of the product that showed a large improvement in learning after only four months of a child’s exposure to the program, some of which is outlined in this video.  (Keep in mind this comes from the company itself, so we couldn’t independently verify the results.)

A more nuanced view of how blended learning is working in India can be seen in a 2015 report done by the membership and advocacy group CoSN. A senior delegation including a number of American educators visited the country, and also wondered how blended learning “could be implemented in the absence of electricity and internet access.”

It’s a question worth following, and reading more about in the report.

The new digital efforts come at a time of deep concern over the decline of education standards in India, both in government and private schools. They also come as India’s government is pushing to increase digital literacy in the country and add more projectors, speakers, whiteboards and interactive learning opportunities – and could have fascinating implications for countries struggling to catch up with technology and new ways of reaching students.

Edtech startups in Southeast Asia

This week, we share an article by Nadine Freischlad that appeared in techinasia.com.  As the article explains, there are a number of startups in Southeast Asia that provide online education services. These small companies tend to have little funding and as a result they tend to remain frugal and focus on local issues. Freischlad argues that an influx of venture capital will shake up the current landscape, pushing founders to think about scaling up and profitability.

The edtech startups that have captured attention range from Indonesia’s Bulletinboard, a mobile app and online tool for teachers to post homework assignments and reports to the entire community, to Malaysia’s Classruum, an online learning environment that helps school kids learn at home and in study groups.

To learn more about the 29 most interesting edtech startups in Southeast Asia, read the complete article here.