The document discusses challenges with introducing technology to address educational problems. It argues that technology may help with "little problems" but not larger issues like students not learning. To effectively implement technology, it is necessary to test it, gain political support, invest in supporting teachers and students, and address potential inequalities. Technology alone will not solve major problems and needs to be accompanied by efforts to ensure it works properly, is used as intended, and benefits all students.

1. David K. Evans | 19 May 2020 | @DaveEvansPhD

2. David K. Evans | 19 May 2020 | @DaveEvansPhD
Technology is not the
solution to your big
problem. It might be a
solution to your little
problems.
Test the technology. Get political buy-in.
Only invest in technology
if you’re willing to invest
in what it takes to make it
work.
Engage teachers to
compensate for
inequalities introduced
by technology.

3. General application
• The big problem: Students aren’t learning.
David K. Evans | 19 May 2020 | @DaveEvansPhD

4. General application
• The big problem: Students aren’t learning.
• The past (and sadly the present and probably
sometimes the future):
1. Throw technology.
2. Hope for the best.
• Surgical approach: micro-problems &
solutions:
• Unprepared teachers: Tech can
complement teacher pedagogy and
content
• Unmotivated teachers: Tech can enable
communities of practice
David K. Evans | 19 May 2020 | @DaveEvansPhD
Bad Good

5. David K. Evans | 19 May 2020 | @DaveEvansPhD
Application to COVID-19
• The big (education) problem: Students lack
access to education while schools are
closed and so aren’t learning.
• Teachers are underutilized.
• The micro-problems and solutions:
• Exposition of content: TV and radio
lessons (use a few teachers)
• Individualized contact with teachers
• Twice weekly phone tutorials with
teachers in Sierra Leone
• WhatsApp school in Pakistan
• Interactive web lessons (high-
income and upper middle-income)
General application
• The big problem: Students aren’t learning.
• Unprepared, unmotivated teachers.
• The past (and sadly the present and probably
sometimes the future):
1. Throw technology.
2. Hope for the best.
• The micro-problems and solutions:
• Unprepared teachers: Tech can
complement teacher pedagogy and
content
• Unmotivated teachers: Tech can enable
communities of practice

6. General application
• You delivered the technology.
• But
• Teachers and students aren’t connected.
• Teachers don’t know how to use it.
• It breaks.
• It’s misused.
• The cost of the technology (in money and
time and effort) is much larger than the in-
store price tag.
David K. Evans | 19 May 2020 | @DaveEvansPhD

7. General principle
• You delivered the technology.
• But
• No one is connected.
• No one knows how to use it.
• It breaks.
• It’s misused.
• The cost of the technology (in money and
time and effort) is much larger than the
price tag.
David K. Evans | 19 May 2020 | @DaveEvansPhD
Application to COVID-19
• You want teachers to
• call students to deliver tutorials?
• You need to budget for gathering
phone numbers, airtime, monitoring
• You want teachers to
• deliver online classes?
• You need tech support and
connectivity and monitoring

8. General application
• You delivered the technology.
• But
• No one is connected.
• No one knows how to use it.
• It breaks.
• It’s misused.
• The cost of the technology (in money and
time and effort) is much larger than the
price tag.
David K. Evans | 19 May 2020 | @DaveEvansPhD
“Distance classes in Minas Gerais begin with
interaction and jokes… At the start of the day, the
large volume of users crashed the site.” (May 18, 2020)

9. General application
• Make sure it works.
• Make sure it gets used.
• Make sure it increases learning.
David K. Evans | 19 May 2020 | @DaveEvansPhD

10. General application
• Make sure it works.
• Make sure it gets used.
• Make sure it increases learning.
David K. Evans | 19 May 2020 | @DaveEvansPhD
Application to COVID-19
• Monitor if teachers and students have
access to the technology.
• Monitor if teachers and students are
using the technology.
• Test impacts on return to school and
to learning.

11. David K. Evans | 19 May 2020 | @DaveEvansPhD
General application
• Technology to monitor teachers cannot
out-do collusion by principals and
district education officers.
• Make sure that everyone sees the value
in the education technology through co-
design and communication.

12. David K. Evans | 19 May 2020 | @DaveEvansPhD
General application
• Technology to monitor teachers cannot
out-do collusion by principals and
district education officers.
• Make sure that everyone sees the value
in the education technology through co-
design and communication.
Application to COVID-19
• What’s the system in place to clearly
communicate expectations to teachers?
• How will the innovations help teachers
as well as ask more of them?
• Supportive calls by inspectors or
pedagogical coordinators
• Communities of practice

13. David K. Evans | 19 May 2020 | @DaveEvansPhD
General application
• Education technology exacerbates
learning inequality.
• “A lot of these innovations … tend to
help those who already have various
advantages.” (Trucano 2017)
• Targeted teacher programs (like
remedial tutoring and summer reading
camps) can narrow the gaps.

14. David K. Evans | 19 May 2020 | @DaveEvansPhD
General application
• Education technology exacerbates
learning inequality.
• “A lot of these innovations … tend to
help those who already have various
advantages.” (Trucano 2017)
• Targeted teacher programs (like
remedial tutoring and summer reading
camps) can narrow the gaps.
Application to COVID-19
Student engagement in learning activities by
parent education
Source: Le Nestour & Moscoviz 2020

15. David K. Evans | 19 May 2020 | @DaveEvansPhD
General application
• Education technology exacerbates
learning inequality.
• “A lot of these innovations … tend to
help those who already have various
advantages.” (Trucano 2017)
• Targeted teacher programs (like
remedial tutoring and summer reading
camps) can narrow the gaps.
Application to COVID-19
• Target post school opening programs to
the poorest schools and students.
• If technology is part of that, front-load
investments in appropriate
infrastructure in the poorest schools.

16. David K. Evans | 19 May 2020 | @DaveEvansPhD
Technology is not the
solution to your big
problem. It might be a
solution to your little
problems.
Test the technology. Get political buy-in.
Only invest in technology
if you’re willing to invest
in what it takes to make it
work.
Engage teachers to
compensate for
inequalities introduced
by technology.