Far too many initiatives using technolgy in education fail to learn from the experiences of others as they seek to be innovative and novel. Consequently, the same mistakes tend to be replicated over and over again. Far too many researchers likewise fail to read but a fraction of the vast literature that has been published on technology and education, and bibliographies in PhD theses in the field are increasingly often only sketchy at best.
In 2017 and 2018 I had the privilege of being asked to write a report for UNICEF on how the organisation might respond to the future interface between technology and learning. This involved reading hundreds of reports, interviewing numerous people, and drawing on my experiences across the world over the last quarter of a century. It made me realise how little I know, and how much still needs to be done.
However, in order to help others on this journey of discovery and learning, I thought it might be helpful to share a shortened version of the footnotes (34 sides) and a short summary bibliography (10 sides) that I included in that report. Many of the links to the original literature or examples are included (please let me know if any are broken so that I can try to update them!). Not least, I hope that this might reduce the flow of questions I receive from people beginning to get interested in the field, either for research or because they have a great idea that they would like to introduce in practice on the ground – most of whom have never actually read much before asking me the question! These are but starting points on a lifetime of learning and discovery, but I hope that people may find them useful.
- References and links for understanding the use of technology in education, especially in deprived contexts
- A short bibliography of important literature on ICTs and education
I have previously posted summaries of some of the content of my UNICEF report elsewhere on my Blog as follows:
- Why we don’t really know very much about the influence of ICTs on learning and education
- Interesting practices in the use of ICTs for education
- The dark side of using ICTs in education
I must stress that these are very much my own views, and in no way represent the opinions of UNICEF or those with whom I have previosuly worked. They are offered here, though, to get us all to ask some of the difficult questions about ways through which some of the poorest and most marginalised can benefit from the use of technology in education, if indeed that will ever truly be possible (at least in a relative sense).