亚开行-重塑科技包容性教育：证据、实践和路线图（英）-2023-WN7.pdf

《亚开行-重塑科技包容性教育：证据、实践和路线图（英）-2023-WN7.pdf》由会员分享，可在线阅读，更多相关《亚开行-重塑科技包容性教育：证据、实践和路线图（英）-2023-WN7.pdf（98页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、ASIAN DEVELOPMENT BANKREIMAGINE TECH-INCLUSIVE EDUCATIONEVIDENCE,PRACTICES,AND ROAD MAPJUNE 2023ASIAN DEVELOPMENT BANKREIMAGINE TECH-INCLUSIVE EDUCATIONEVIDENCE,PRACTICES,AND ROAD MAPJUNE 2023Creative Commons Attribution 3.0 IGO license(CC BY 3.0 IGO)2023 Asian Development Bank6 ADB Avenue,Mandaluyo

2、ng City,1550 Metro Manila,PhilippinesTel+63 2 8632 4444;Fax+63 2 8636 2444www.adb.orgSome rights reserved.Published in 2023.ISBN 978-92-9270-185-7(print);978-92-9270-186-4(electronic);978-92-9270-187-1(ebook)Publication Stock No.TCS230233DOI:http:/dx.doi.org/10.22617/TCS230233 The views expressed in

3、 this publication are those of the authors and do not necessarily reflect the views and policies ofthe Asian Development Bank(ADB)or its Board of Governors or the governments they represent.ADB does not guarantee the accuracy of the data included in this publication and accepts no responsibility for

4、 any consequence of their use.The mention of specific companies or products of manufacturers does not imply that they are endorsed or recommended by ADB in preference to others of a similar nature that are not mentioned.By making any designation of or reference to a particular territory or geographi

5、c area,or by using the term“country”inthis publication,ADB does not intend to make any judgments as to the legal or other status of any territory or area.This publication is available under the Creative Commons Attribution 3.0 IGO license(CC BY 3.0 IGO)https:/creativecommons.org/licenses/by/3.0/igo/

6、.By using the content of this publication,you agree to be bound bytheterms of this license.For attribution,translations,adaptations,and permissions,please read the provisions andterms of use at https:/www.adb.org/terms-use#openaccess.This CC license does not apply to non-ADB copyright materials in t

7、his publication.If the material is attributed toanother source,please contact the copyright owner or publisher of that source for permission to reproduce it.ADB cannot be held liable for any claims that arise as a result of your use of the material.Please contact pubsmarketingadb.org if you have que

8、stions or comments with respect to content,or if you wish toobtain copyright permission for your intended use that does not fall within these terms,or for permission to use theADB logo.Corrigenda to ADB publications may be found at http:/www.adb.org/publications/corrigenda.Notes:In this publication,

9、“$”refers to United States dollars.ADB recognizes“China”as the Peoples Republic of China and“Hong Kong”as Hong Kong,China.Cover design by Jan Carlo dela Cruz.On the cover:Technologies such as Artificial Intelligence(AI)and immersive learning are changing the future of education,accelerated transform

10、ation will happen through systemic adoption.(All photos are from ADB unless otherwise stated.)Tables and Figures vForeword viPreface viiiAbbreviations xExecutive Summary xiI A Vision 12 Background 2Aims of This Report 3Learning Crisis 3Remediating Learning Loss 5Skill Gap Challenge 73 What Is EdTech

11、?9EdTech Offerings 9EdTech Product Landscape 104 Why Use EdTech?15Evidence of EdTech Efficacy 15Challenges to Measuring Efficacy 17Types of Evidence 175 How to Scale EdTech 19Staged Development 19Systematic Development 19Assessing the Current State:Digital Education Readiness Framework 20Strategy Se

12、tting 22Conclusions 38ContentsContentsivAppendixes 1 Illustrative Cases of Integration of Technology in Education 402 QESA User Guide 643 QESA EdTech Evaluation Tool 66 4 EdTech Product Evaluation Cases Using QESA 68References 77Tables1 Understanding the ESSA Tiers of Evidence 182 Description of Con

13、cerns 303 EdTech Selection Process and Tasks 32Figures1 Global Learning Crisis 42 Educational Status of Poorest Quintile Adolescents(ages 1019 years)53 The Length of Full and Partial School Closures in Asia during the Pandemic 64 Workers Facing Risk of Job Loss 75 Three Major Categories of EdTech Pr

14、oducts 106 Category 1:EdTech for Teaching and Learning 117 Category 2:EdTech for Education Governance 128 Category 3:EdTech for Employability and Entrepreneurship 149 Impact of Technology on Learning 1610 Effects of EdTech in Learning 1611 Siloed vs Balanced Approach to Education Sector Development

15、2012 Five Pillars That Enable Digital Transformation 2113 Digital Education Readiness Framework Categories 2214 Technological Infrastructure Differences 2315 Policy in Different Technological Infrastructure Environments 2416 Support for Schools and Teachers Adoption of EdTech 2517 Support for Studen

16、ts and Parents at Home 2618 Government Support for an EdTech Ecosystem 2719 EdTech Adoption Framework 2920 QESA EdTech Evaluation Framework to Guide the Selection 31 of EdTech Solutions 21 Selfie for Teachers Assessment 3322 Screenshot from National Teachers Platform in Bangladesh 3523 The SAMR Mode

17、l 3624 The TPACK Model 3725 Digital Transformation Road Map with EdTech 38Tables and FiguresForeword As we tread into the era where digital learning is no longer a choice but a necessity,it becomes increasingly vital to reflect upon the trajectory of technologys role in education,or EdTech,its poten

18、tial for future progress,and the strategic way we ought to integrate it into various stages of development in our global educational systems.The COVID-19 pandemic has served as a catalyst,necessitating an expedited evolution in the adoption of digital learning methods.These exceptional circumstances

19、 brought about by the pandemic have highlighted the disparities in access,quality,and integration of EdTech across education systems,necessitating an urgent and careful reevaluation of our approach.The first realization we must acknowledge is the diverse landscape of educational systems worldwidewit

20、h each system at different stages of development.It is essential to design interventions that cater to each countrys unique requirements and challenges.The approach towards developing a technology-inclusive education system should be both systematic and staged,focusing on a holistic EdTech strategy

21、to create an environment conducive for its effective adoption and usage.For initial and emerging stages,interventions must focus on creating robust foundational structures,from developing adequate infrastructure to establishing the legal and policy frameworks that guide EdTech implementation.At the

22、same time,efforts must be dedicated to build teacher competencies and community support structures.In contrast,for developed and mature stages,the interventions can be more nuanced,focusing on integrating cutting-edge tools and personalized,adaptive learning methods to facilitate a learner-centered

23、education system.Looking back,interventions in the education sector,particularly in developing countries,have often suffered from a lack of context and alignment with system needs.It is time to rectify this.To effectively implement this vision,we must stress two fundamental principles:staged and sys

24、tematic development and sustainable scaling.Staged development urges caution against a hasty adoption of advanced tools;it promotes a gradual,step-by-step adoption and improvement of digital solutions.It is essential that our approach in developing technology-inclusive education systems is underpinn

25、ed by strategic decision-making,strong leadership,and comprehensive preparation at all levels.Foreword viiWe need to ensure that interventions are not overly focused on one aspect,such as devices and connectivity,while neglecting others.Systematic development emphasizes a holistic approach,addressin

26、g all factors influencing EdTech use concurrently,thereby ensuring cohesive progress and development.The Digital Education Readiness Framework by ADB is recommended as a guiding tool for assessing a countrys systematic readiness for digital education and can guide the formulation and implementation

27、of strategies in a well-rounded manner.Sustainable scaling requires careful selection of EdTech solutions that are affordable,compatible,and aligned with the resource and funding capabilities of the education systems.The Quality,Effectiveness,Scalability,Affordability(QESA)EdTech Evaluation Framewor

28、k is designed to achieve a methodical,fair,and transparent evaluation and selection process for EdTech solutions that can be scaled nationally.As we face the challenges and seize the opportunities of this digital era,let this be our guiding philosophy:to reimagine,to evolve,and to excel.Sungsup RaCh

29、ief Sector Officer,Sector Advisory Service ClusterSustainable Development and Climate Change DepartmentAsian Development Bank The Asian Development Bank(ADB)study“Reimagine Tech Inclusive Education:Evidence,Practices,and Road Map”addresses a crucial topic of great relevance to digital education.At t

30、he heart of this study is the quest to better understand what the evidence for effective digital learning is,what are the key interventions and innovations with education technology,and how best to implement effective digital transformation initiatives in the education sector.The study provides a fe

31、w key ADB frameworks to guide through the digital transformation process including the“Quality,Effectiveness,Scalability,and Affordability”tool kit in identifying and selecting EdTech interventions,the Digital Education Readiness Framework to holistically assess a countrys digital education readines

32、s situation,and the Systemic,Staged,and Sustainable strategy recommendations on how to improve the digital capacity through a systemic,staged,and sustainable planning and implementation road map process.The ecosystem approach in digital transformation presented in the paper is the key modality to em

33、power transformative changes in the education sector like what we have witnessed in the electric vehicle sector in recent years.We bring this piece of research to inform policymakers and practitioners on the important evidence and data driven methodology and the practical corresponding toolkits to c

34、apitalize the transformative power of digital learning and teaching.The study drew on various sources of secondary and primary data.It included surveys and literature reviews to integrate evidence,practices and tools through a systematic transformation process framework.The study used the Digital Ed

35、ucation Readiness Framework published in a separate paper“Towards Mature Digital Education Ecosystem”as a foundational benchmarking tool in help assess nationally the country digital situation and gaps across the education ecosystem,and this paper focused on how to systematically improve the digital

36、 gaps toward more mature stages of digital education.The findings and recommendations from the study underscore the need for holistically ramp up digital infrastructure,digital content development,teacher digital competency,digital providers and the corresponding enabling digital policy and support

37、from the ministries,to maximize investment output,and avoiding siloed investments or interventions not contextualized to the development readiness stage of the developing countries.As the leader of this study,I thank the consultant team led by Olli Vallo,CEO and founder of Education Alliance Finland

38、 with extensive experiences in EdTech and a wealth of insights for an excellent partnership in this study,together with Stella Lee,Qobil Yunusov,and John Yeo as team members.I also would like to thank Marito Garcia,fellow at the Darden School of Business at the University of Virginia for drafting th

39、e initial background paper in 2019.Preface Preface ixBrajesh Panth provided valuable guidance to the study.We thank Zhigang Li ofthe South Asia Department and Vishal Potluri of the Southeast Asia Department as the peer reviewers who provided constructive feedback and suggestions.Dorothy Geronimo coo

40、rdinated the editorial and publication process.The study benefited greatly from enriching discussions with government representatives in the respective countries.The findings of the study were shared in country level workshops and Professional Development Planning capacity building workshops with se

41、nior officials and key counterparts from developing member countries.We look forward to discussions in taking forward the studys policy recommendations.Jian(Jeffrey)XuSenior Education Specialist Sustainable Development and Climate Change DepartmentAsian Development BankADB Asian Development BankCOVI

42、D-19 coronavirus diseaseDERF Digital Education Readiness FrameworkEdTech education technologyEMIS education management information systemERP enterprise resource planningESSA Every Student Succeeds ActICT information and communication technologyLMS learning management systemQESA quality,effectiveness

43、,scalability,affordabilitySAMR substitution,augmentation,modification,and redefinitionSDG Sustainable Development GoalTPACK technological,pedagogical,and content knowledgeTPD teacher professional developmentAbbreviationsThe rapid pace of digitalization,combined with the spread of the coronavirus dis

44、ease(COVID-19),has changed digital learning from a choice to a necessity.Education ministries face challenges in measuring progress and understanding how best to benefit from the use of education technology(EdTech)in a way that is fully integrated and aligned with pedagogical practices,governance,an

45、d the involvement of all stakeholders.Today,education systems must address not only the ongoing learning crisis characterized by uneven access and quality challenges but also the recent learning losses caused by the COVID-19 pandemic.In addition,rapid technological advances are causing disruption in

46、 the workplace,with tens of millions of jobs involving repetitive tasks or those that can be easily codified at a higher risk of being automated.Therefore,education systems need to adapt to teach the skills necessary for work and good citizenship in society.The scale of the problem requires more sig

47、nificant changes through more effective ways,as the current methods are insufficient to address the issue of hundreds of millions of students not acquiring basic skills.It is true that some past studies on the role of technology in transforming education have shown mixed results.However,more recent

48、research has generated more positive outcomes from specific generations of technology applications in teaching and learning in the past 20 or so years.Specifically,the most positive impact on learning outcomes has been seen with the third generation of EdTech(from 2014 to 2018),which focused on pers

49、onalized,adaptive,and blended learning approaches,suggesting that the benefits of technology for education are increasingly evolving.The integration of third-generation technologies such as artificial intelligence and augmented reality/virtual reality in education can be expected to transform tradit

50、ional teacher-centric models into digital age,learner-centered approaches,with teachers becoming facilitators,coaches,and mentors who empower personalized adaptive learning,improve student engagement,offer individualized feedback,and ultimately prioritize student needs while promoting lifelong learn