In the contemporary discourse surrounding technological advancements, much attention is rightly placed on its transformative impact on the productivity of businesses and governments. From generating digital copies of supermarket consumption patterns to forecast monthly product demands, to employing digital intelligence for dynamically adjusting street signage to enhance traffic flow, technological innovations have revolutionized various sectors. However, one area that often receives less attention is how these technologies can revolutionize children’s education, particularly in regions where educational infrastructure and teacher training for quality education are lacking.
According to the World Bank, prior to the pandemic, 53% of 10-year-old children in low- and middle-income countries were unable to read and comprehend a simple story upon completing primary education, a phenomenon known as learning poverty. The pandemic exacerbated this situation, raising the global percentage to 85%.
While restructuring the education system to enable continuous teacher training and monitoring is often touted as a solution to improving educational quality in developing countries, it requires long-term investment with returns on learning taking considerable time to materialize. As we progress towards this goal, the question arises: what can be done today to remedy the low learning levels faced by millions of children?
Numerous academic studies have demonstrated that access to adaptive digital technologies can provide an alternative for remedial education in contexts of low educational quality, limited access to school materials, and low family education levels. Nobel Laureate in Economics Abhijit Banerjee and his collaborators have dedicated significant efforts to understanding the impact of adaptive software in “teaching at the appropriate level” for children. Their research has shown that the use of such technologies in schools can be highly effective in increasing basic literacy levels among primary school-aged children.
Another study, led by myself and Victor Orozco, revealed that if these software platforms offer engaging learning experiences, they can maintain children’s attention and involvement, thereby significantly improving their literacy levels. Furthermore, access to such technology at home provides parents with an avenue to support their children’s learning, even if their own literacy levels are low or non-existent.
Our study also found that these technologies not only increase learning outcomes but also reshape how parents perceive themselves. In our research, parents feel more capable of assisting their children in learning when digital technology is available at home. Additionally, they hold more positive perceptions of their children’s literacy abilities.
Sustainable Implementation of Digital Technologies
How can we foster the sustainable use of these technologies? Firstly, there needs to be agreements with telecommunications companies to provide access to quality, low-cost smartphones in developing countries. Similarly, utilizing these technologies, teachers can be trained to develop digital skills and integrate these technologies into their teaching materials. However, this effort must be accompanied by awareness campaigns targeting parents to underscore the potential of these technologies as a complement, rather than a substitute, to classroom learning. Thus, adaptive software at home could become the ideal supplement to school education.
However, addressing low learning levels is not limited to developing countries. Several developed nations also face significant challenges in education that can be addressed through the use of digital technologies offering adaptive software. According to the Programme for International Student Assessment (PISA), since 2012, countries participating in the assessment have experienced a steady decline in mathematics and reading comprehension. The most recent assessment in 2022 shows that European countries are no exception. Regions with performance above the OECD average, such as Ireland, the United Kingdom, and Estonia, saw a decline in reading performance of 2% to 12%, respectively, compared to 2018.
Conversely, countries below the average demonstrated more significant drops of over 20%, such as Slovenia, the Netherlands, and Iceland. Unlike less resource-rich countries, Europe boasts a mobile phone penetration rate of over 80%, providing access to the internet. Thus, these technologies can be useful at home to reinforce the learning of children, even in countries like Spain, which is on par with the OECD average. Perhaps this is a prime opportunity to provide our children with mobile phones so that, instead of being distracted by non-educational content, they can reinforce their learning in a fun way.
The Role of Digital Technologies in Education
Addressing Learning Poverty in Developing Countries
In many developing countries, access to quality education remains a significant challenge, with a considerable portion of children experiencing learning poverty. Prior to the COVID-19 pandemic, the World Bank reported that over half of 10-year-old children in low- and middle-income countries were unable to read and comprehend a simple story upon completing primary education. The pandemic further exacerbated this issue, with the global percentage rising to a staggering 85%.
Traditional approaches to improving education often focus on infrastructural development, teacher training, and curriculum reform. While these efforts are crucial for long-term systemic change, they require substantial investment and time to yield tangible results. In the meantime, millions of children continue to face barriers to learning, perpetuating cycles of poverty and inequality.
The Promise of Adaptive Digital Technologies
Adaptive digital technologies offer a promising solution to address learning poverty by providing personalized learning experiences tailored to individual students’ needs and abilities. These technologies use algorithms to adapt content and pacing based on students’ performance, ensuring that they receive instruction at an appropriate level.
Research conducted by Nobel Laureate Abhijit Banerjee and others has shown that the implementation of adaptive software in schools can significantly improve basic literacy levels among primary school-aged children. By targeting foundational skills such as reading and comprehension, these technologies lay a crucial foundation for further academic achievement.
Furthermore, adaptive software can be particularly beneficial in contexts where access to traditional educational resources is limited. In many developing countries, schools may lack sufficient textbooks, teaching materials, and qualified teachers. Adaptive technologies can supplement these resources, providing students with access to high-quality educational content regardless of their geographic location or socioeconomic background.
Empowering Parents as Partners in Education
In addition to supporting students’ learning in school settings, adaptive digital technologies can also empower parents to play a more active role in their children’s education. By providing access to educational software at home, parents can support their children’s learning outside of school hours, fostering a culture of lifelong learning within the family.
Our research has shown that when parents have access to adaptive software at home, they feel more confident in their ability to support their children’s learning. Additionally, they hold more positive perceptions of their children’s literacy abilities, leading to greater engagement and involvement in their educational journey.
Overcoming Barriers to Implementation
While adaptive digital technologies hold immense promise for improving education outcomes, several barriers to implementation must be addressed. In many developing countries, access to technology remains limited, with significant disparities in internet connectivity and device ownership. To ensure equitable access to educational opportunities, policymakers must prioritize investments in digital infrastructure and expand internet connectivity in underserved communities.
Furthermore, effective implementation of adaptive software requires adequate training and support for teachers and parents. Many teachers may lack experience with digital technologies or require additional professional development to effectively integrate these tools into their teaching practices. Similarly, parents may need guidance on how to support their children’s learning using digital platforms, particularly if they have limited digital literacy skills themselves.
Case Studies: Success Stories in Education Transformation
Case Study 1: Ghana
In Ghana, where access to quality education has historically been limited, the government has launched initiatives to leverage digital technologies to improve learning outcomes. Through partnerships with telecommunications companies, the government has distributed low-cost smartphones to students in rural areas, providing access to educational content and resources.
Additionally, the government has implemented training programs for teachers to enhance their digital literacy skills and integrate technology into their teaching practices. By combining these efforts with community outreach and parental engagement initiatives, Ghana has made significant strides in addressing learning poverty and improving educational equity.
Case Study 2: Estonia
Estonia, often hailed as a global leader in digital innovation, has implemented adaptive learning technologies in its education system to personalize instruction and support student success. Through partnerships with EdTech companies, Estonian schools have adopted adaptive software platforms that adapt to students’ individual learning needs and preferences.
Furthermore, Estonia has prioritized digital literacy education as part of its national curriculum, ensuring that students develop the skills they need to thrive in an increasingly digital world. By embracing digital technologies in education, Estonia has achieved remarkable improvements in student performance and has become a model for other countries seeking to harness the power of technology to transform education.
Conclusion
In conclusion, digital technologies offer immense potential to revolutionize education and address learning poverty worldwide. By providing personalized learning experiences, empowering parents as partners in education, and overcoming barriers to implementation, adaptive digital technologies can pave the way for a more equitable and inclusive education system.
However, realizing this potential requires concerted efforts from policymakers, educators, parents, and technology providers. Investments in digital infrastructure, teacher training, and parental engagement are essential to ensuring that all children have access to quality education and the opportunity to reach their full potential.
As we navigate the complexities of education reform in the 21st century, let us embrace the transformative power of digital technologies to create a brighter future for generations to come. Together, we can build a world where every child has the opportunity to learn, grow, and succeed.