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EDTECH IN DEVELOPING NATIONS

EdTech to Expand Education in Developing Nations

Dawn M. Kocina

University of North Dakota

COMM406: Future of Communication Technology 

Dr. Timothy Pasch, Ph.D. 

December 19, 2020

 
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EDTECH IN DEVELOPING NATIONS

Abstract

The following analysis defines and explores the importance of education. Particularly focused

on the advancements in education technology and the education of underserved populations.

Identification of general, early child capabilities and access to technologies is also examined.

Through literary analysis and thorough discussion of the sources included, a humanitarian effort

emerges surrounding the children of the world, and the leaders of the future.

Keywords: Education technology, EdTech, education, technology, development,

children, opportunity
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EDTECH IN DEVELOPING NATIONS

Introduction

Education technology, commonly referred to as EdTech, has the potential to bring

countless educational opportunities to populations throughout the world. This is especially

important to developing nations whose education systems are dismal at best. In these regions,

violent conflict along with inadequate infrastructure and transportation makes access to schools

difficult, if not impossible, for teachers and students (Lynch, 2018). EdTech has the capability to

bridge this gap.

The education of today’s youth is the primary tool to ensure a successful tomorrow, but

this extends far beyond our own country’s borders. A true success story entails access to basic

education for all. The ability to read and write, along with basic math skills, are paramount to an

individual or group of individuals attempting to overcome poverty. Said best, “This is important...

[because] literacy unlocks human potential and is the cornerstone of development. It leads to

better health, better employment opportunities, and safer and more stable societies” (Bloome,

2015). Many are proud, and rightfully so, to proclaim that they are the first of their family to

attend and graduate college; a primary education of children in developing nations would have a

similar impact on society.

Education of disadvantaged populations is of prime importance to humanity as a whole.

A lack of education significantly reduces access to jobs, which reduces access to nutritious

foods, adequate healthcare, and sanitary living conditions; all critical to living a long, sustainable

life. Without a break in this cycle, it continues for generations. These basics are things that

many in developed worlds take for granted, not knowing any differently. The best, and possibly

only, solution to the problem? Education. With the power of technological advancement, and the

magnified power produced via converging technologies, unknown genius may be unlocked

(Diamandis & Kotler, 2020, p. 80 & 143).

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In my opinion, bringing education to developing nations is a primarily utopian topic.

Education can lead to the advancement of populations and nations, reducing poverty. Barry

Chudakov of Sertain Research noted,

The most successful social and civic innovation I expect to see by 2030 is a

massive restructuring of our educational systems based on new and emerging

[technology]…Technology can play a crucial role to move humanity from blame

fantasies to focused attention and working solutions (Vogels et al., 2020).

Alternatively, some may view educating underserved populations through a dystopian lens as

“migrants…with higher levels of education have been more likely to move to more developed

countries” (Anderson & Connor, 2018). Appendix One contains a graphical representation of

these findings. In this sense, education may be seen as a disruptor to developing nations

because it can lead to increased emigration rates. This may be appealing to employers, but

native populations could view immigrants as threats to their jobs. Furthermore, those being left

behind in underserved populations could view education as detrimental to their country, as it

encourages some to leave to pursue work.

As a parent, I have a vested interest in the education of my children, along with the

children of the world. While civil and global conflict are expected to continue to permeate

societies, the solutions are the product of the human mind. The only confidence I have in a

successful resolution lies in the hands of future populations. While this is certainly a lot of

pressure to place on the children of the world, they truly are the future. It is our responsibility to

equip them with the knowledge they need to accomplish this mighty task.

EdTech is relatively prevalent in mainstream media, however, its level of prominence varies.

This variance, I believe, is largely based on other prominent societal events and how they relate

to expanding educational efforts. In 2005, when One Laptop Per Child (OLPC) was introduced,

mainstream media touted it as a device that would “save the world” (Crowley, 2005). A lack of
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EDTECH IN DEVELOPING NATIONS

success with the originally proposed project due to grossly underestimated costs and poor

equipment continued to receive negative criticism more than a decade later. (Robertson, 2018).

Recently, focus has come back to EdTech in light of the COVID-19 pandemic, which resulted in

the discontinuation of in-person learning for months at a time (Pandemic Threatens to Push 72

Million More Children into Learning Poverty—World Bank Outlines a New Vision to Ensure That

Every Child Learns, Everywhere, 2020). Additionally, EdTech startups are seeing large

investments, largely believed to be a result of the pandemic (FE Online, 2020).

This document will strive to answer the following questions. Are children in remote,

underserved populations capable of advancing their literacy through technology unfamiliar to

them; and who is responsible for the successful implementation of education technology in

developing nations?

 Literature Review 

When asked about the current state of education, Joanne Weiss, former U.S.

Department of Education chief-of-staff, stated that “’[education] has been a place that is wildly

resistant to innovation. It was designed [that way] so that crazy fads wouldn’t use kids as guinea

pigs. Now, when we are desperately in need of innovation, we have built a system that is really,

really good at repelling it’” (Brown, 2020. pp. 255-256). While this may be true, innovators are

working hard to develop technologies to overcome this resistance and expand education in

developing nations.

Founder of OLPC, Nicholas Negropont, has been able to establish an expectation

baseline for education through technology. A 2012 experiment in Ethiopian villages, for

example, illustrated the capabilities of children to learn to operate devices and develop basic

literacy skills with little to no direction. Given months to work with the devices, the children were
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EDTECH IN DEVELOPING NATIONS

even able to hack the operating systems to completely customize their devices (Diamandis &

Kotler, 2020, pp. 144-145).

Educating the young women of the world is another arena that EdTech serves to

improve. It has long been thought that religion was the main factor in the lack of education for

females. A report by PEW Research Center in 2018 concluded that economics, not religion, was

the primary reason for the lack of education of Muslim women (Hackett & Fahmy, 2018).

Education technology may reduce the impact of economics through the use of education

applications for devices, such as tablets or smartphones. While the devices have a cost

associated, the applications are available at little to no cost to the user. As a way to mitigate the

cost of the devices, there is the potential for “…self-education software [to come] pre-installed

on every Android phone and tablet, then – when you’re ready to replace your device – you can

instead donate it to charity” (Diamandis & Kotler, 2020, p. 146). Additionally, initiatives such as

All Children Reading strive to make these technologies available to children “through a series of

grant and prize competitions” (Bloome, 2015).

Through similar techniques, EdTech companies are attempting to reduce educational

disparities between urban and rural Chinese students (Vandenberg, 2020). Technology allows

rural students access to the same kind of education that urban students receive, even the same

teachers in some cases. Furthermore, educational technology is not limited to developing

nations or classrooms. For example, Texthelp provides educational resources to individuals with

learning disabilities, such as dyslexia (Daniel, 2020). Alternatively, FrontRow offers online

hobby-learning opportunities in India. Similar to MasterClass in the United States, FrontRow has

gained traction with the aid of celebrity endorsements (Mitter, 2020).

EdTech has been evaluated in numerous scholarly contexts. Such evaluations include

the effectiveness of Massive Open Online Courses (MOOC) in sub-Saharan Africa. During this
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thesis paper, the author concludes that EdTech would be most successful with a thoughtful

“[consideration of] certain criticisms of and barriers to the use of education technology globally,

tailoring innovation to suit leaner and context specific needs” (Nana-Sinkam, 2014, abstract). In

a review of the impact of MOOCs in developing nations, authors of one study found that

participation was largely in North America and Europe, with limited participation in Asia, and

minimal participation in Africa (Liyanagunawardena et al., 2013, p. 2). The authors suggest that

MOOCs are of great benefit to developed nations with existing technological infrastructure

(internet access), but will need significant rethinking to become truly effective in developing

regions (Liyanagunawardena et al., 2013, pp. 5-6). Khan et al. (2012) provided a review of

implementing Information and Communication Technologies (ICT) barriers specific to

Bangladesh. Conversely, Vikashkumar Jhurree (2005) endeavored to provide suggestions to

policy makers, rather than innovators, backed by numerous case studies. Overall, scholarly

findings point to a need for government and, where applicable, teacher support for successful

implementation of educational technologies in developing nations.

What about those without access to the internet? They are not forgotten. Broad Class

Interactive Radio Programs, for example, are providing educational support to teachers and

students in regions of Pakistan (“Broad Class - Listen to Learn” Interactive Radio Instruction

Program, n.d.).

The future of educational technologies looks bright, as well. In a PEW Research Center

poll, 84% of expert respondents expect significant innovation by 2030, leading to “improved

access to education for at-risk and marginalized groups” (Vogels et al., 2020). Further social

and civic expectations for 2030 can be found in Appendix Two.

 Discussion and Analysis 

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EDTECH IN DEVELOPING NATIONS

While researching educational technology, I became aware of the multitude of

applications and innovations within the topic. Prior to my time researching, I did not realize how

much ground had been covered in the field. Going in, One Laptop Per Child (OLPC) was the

technology I most associated with bringing education to developing nations, but EdTech goes

far beyond OLPC – from many different types of MOOCs, to online education from Ivy League

Universities, to courses broadcast on the radio.

Based on my research, my views on the topic of education and EdTech line up very well

with the literature reviewed. The importance of educating our own children and the children of

the world is paramount to overcoming poverty, improving health, and driving further innovation.

During my research, not only were my views reinforced, my intrigue and passion for improved

educational opportunities were amplified.

Regarding the posed research questions on educational technology efficacy and

responsibility, a great deal was learned. The 2012 Ethiopian example illustrated the capacity of

children to use technology with minimal guidance (Diamandis & Kotler, 2020, pp. 144-145). This

is important as many adults in these remote villages may have no knowledge of the

technologies or skills being taught. While children may be capable of learning through

exploration, this does not diminish the need for quality resources, which include educating

teachers, as well. In areas where there are no schools, tablets and e-readers are able to provide

education where there previously was none. In areas with established schools, these

technologies should be used to supplement instruction, not replace it. The responsibility of

successful implementation is not a one-size-fits-all answer. In my opinion, innovators are

responsible to ensure that content provided is relevant to the users and able to withstand their

living conditions. Additionally, the content should pique the curiosity of the user; this too, is the

responsibility of the creator. Once developed, a collaborative responsibility shifts to

governmental agencies and educators. If support is not received from these entities, the
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potential for success is severely limited. To some extent, this responsibility remains with the

creator or organization that distributes the technology. As these groups must reach out to the

governments or villages, they become the spokesperson for the technology. They must relate to

the groups they strive to help and illicit their support.

While I was not surprised that there is a vested interest in expanding educational

opportunities to developing nations, I was surprised at the level of innovation and collaboration.

In the traditional technology industry, the competition is fierce and driven by monetary gain. In

EdTech, innovators build off of each other’s ideas to produce the best product and content for

the good of society. EdTech is a true humanitarian effort.

My hope is that my inquiry into educational technology will encourage others to become

better informed and look for ways to get involved. While there is far more research than I was

able to review or analyze, this paper serves as the beginning of a lifelong journey to a more

educated world.

Education technology, implemented effectively, serves to have a global impact in the

realms of society, economy, and technology. By educating populations in developing nations,

the individuals can help to further develop their countries. They can then innovate and compete

on a global scale. This competition effects the economics of the world while driving innovation in

the fields of technology, science, and healthcare. Additionally, once educated, these populations

can aid in educating others.

 Conclusion 

Through the above analysis and literary exploration, I further solidified my belief in the

importance of education, primarily as it pertains to our youth and the underserved populations of

the world. The immense collaboration present in the EdTech industry strengthens this

understanding.
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EDTECH IN DEVELOPING NATIONS

If I were able to expand my research regarding education technology, I would conduct

interviews with technology developers and users of those technologies. By interviewing both

sides, the goal would be to have a complete picture of the effectiveness of EdTech in different

settings. If possible, an interview with government officials associated with the projects would

also be useful in completing the picture.

I believe that the current collaborative nature of education technology will continue in the

future. This collaboration will allow developers, who may not otherwise interact, to build upon

each other’s work, continuing the advancement of EdTech. Once regions find the EdTech that

works best for their citizens, or rather the most suitable EdTech finds them, society will see

benefits in the form of increased access to jobs, access to nutritious foods, adequate

healthcare, and sanitary living conditions. Each of these will promote sustainable lives for the

citizens of these developing regions.

As the world adapts to a post-COVID-19 reality, the importance of distance learning,

accessible technology to further education, and distinct focus on the applicability of the

aforementioned will be critical to moving future generations forward.

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Sources

Anderson, M., & Connor, P. (2018, April 24). Sub-Saharan African Immigrants in U.S. More

Educated Than Those in Top EU Countries. Pew Research Center’s Global Attitudes

Project. https://www.pewresearch.org/global/2018/04/24/sub-saharan-african-

immigrants-in-the-u-s-are-often-more-educated-than-those-in-top-european-destinations/

Bloome, A. (2015, November 18). Developing World EdTech. EdTech Digest.

https://edtechdigest.com/2015/11/18/developing-world-edtech/

“Broad Class—Listen to Learn” Interactive Radio Instruction Program. (n.d.). Retrieved

December 19, 2020, from https://www.educationinnovations.org/p/broad-class-listen-to-

learn-interactive-radio-instruction-program

Brown, S. (2020). The Innovation Ultimatum. Wiley & Sons, Inc.

Crowley, M. (2005, December 11). Laptop That Will Save the World, The (Published 2005). The

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Daniel, E. (2020, December 16). Edtech startup Texthelp scoops investment from Five Arrows.

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Diamandis, P. H., & Kotler, S. (2020). The Future Is Faster Than You Think: How Converging

Technologies Are Transforming Business, Industries, and Our Lives. Simon & Schuster.

FE Online. (2020, December 17). Edtech in 2020: Led by Byju’s, Unacademy, investments jump

300%; this many startups raised capital. The Financial Express.

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investments-jump-300-this-many-startups-raised-capital/2152076/

Hackett, C., & Fahmy, D. (2018, June 12). Economics may limit Muslim women’s education

more than religion. Pew Research Center. https://www.pewresearch.org/fact-

tank/2018/06/12/education-of-muslim-women-is-limited-by-economic-conditions-not-

religion/
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Jhurree, V. (2005). Technology integration in education in developing countries: Guidelines to

policy makers. International Education Journal, 17.

Khan, S. H., Hasan, M., & Clement, C. K. (2012). BARRIERS TO THE INTRODUCTION OF ICT

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Liyanagunawardena, T., Williams, S., & Adams, A. (2013). The impact and reach of MOOCs: A

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Nana-Sinkam, A. (2014). Education Technology in the International Context: A Critical Analysis

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went wrong. The Verge. https://www.theverge.com/2018/4/16/17233946/olpcs-100-

laptop-education-where-is-it-now

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Vogels, E. A., Rainie, L., & Anderson, J. (2020, June 30). Experts Predict More Digital

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Appendix One

Source: Anderson & Connor, 2018

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Appendix Two
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Source: Vogels et al., 2020