The Edtechtive

Author: Rassam Farddoust

  • Navigating the Complex Terrain of Edtech Decisionmaking in LMICs

    Navigating the Complex Terrain of Edtech Decisionmaking in LMICs

    A recent study conducted as part of the ROSIE project sheds light on the decision-making process behind educational technology (edtech) in low- and middle-income countries (LMICs). By conducting hour-long interviews with government officials and edtech experts, along with a thorough review of existing literature, the research offers a comprehensive understanding of the current state of edtech in these regions. The study provides a unique perspective on the challenges faced by LMICs in implementing effective edtech solutions and offers insights into the steps that can be taken to improve the situation.

    Decisionmakers’ Attitude towards Edtech: A Double-Edged Sword

    While there is an evident eagerness among LMIC decisionmakers to embrace edtech, this enthusiasm is not always grounded in evidence of edtech’s effectiveness. This raises concerns about the risk of adopting technologies without robust proof of their impact. However, contrary viewpoints suggest that this enthusiasm may also be a stepping stone towards modernizing education systems.

    The Complex Web of Influences

    1. In-Country Digital Push: The drive towards digitization often comes from within the country itself, fueled by a desire to appear modern. However, this could be a double-edged sword, with the risk of adopting technology for appearance’s sake rather than its educational value.
    2. Donor Priorities: Financial incentives from donors play a significant role. It is crucial to examine these motivations to ensure they align with educational goals and not just commercial interests.
    3. Signaling from Wealthy Education Systems: The practices of affluent nations heavily influence LMICs. This mimicry, though, could widen the educational divide, as it may not consider the unique challenges faced by LMICs.
    4. Tech Company Marketing: Aggressive marketing tactics by tech companies can sway decisionmaking. There’s a growing debate on whether there should be legislative measures to curb such influences.

    Edtech Categories: Shiny, Efficient, or Innovative?

    Decisionmakers focus on three main types of edtech: visually appealing but unproven “shiny edtech,” EMIS, and AI innovations. While EMIS has been debated for its efficiency, the adoption of AI in education demands further research to ensure its safe and effective implementation.

    Expert Caution versus Ground Realities

    Experts caution against adopting edtech without solid evidence of its benefits, especially in the case of “shiny edtech” and AI. This skepticism is juxtaposed with the real-world enthusiasm for these technologies, creating a complex decisionmaking landscape.

    The Minor Role of Research in Decision Making

    Interestingly, research often takes a backseat in the decisionmaking process. The focus tends to be on factors like the source of the recommendation, political implications, and the reputation of the company, rather than on solid research findings. This highlights a gap between academic insights and practical decisionmaking.

    A Framework for Informed Decisions

    The study proposes a decisionmaking framework based on motivation, feasibility, and sustainability. This approach aims to bring a more structured and evidence-based perspective to the selection of educational innovations.

    Applying the Framework: Towards a Strategic Approach

    This framework is not just a theoretical construct but a practical tool. It encourages decisionmakers to critically assess potential innovations, consider their long-term viability, and make choices that are not only politically and financially sound but also educationally beneficial.

    In conclusion, the adoption of edtech in LMICs is a multifaceted issue, influenced by internal and external pressures, financial incentives, and the allure of modern technology. While enthusiasm for edtech is high, there is a need for a more critical and evidence-based approach to ensure that these technologies truly benefit educational outcomes. The proposed decisionmaking framework is a step towards achieving this balance, helping policymakers navigate the complex landscape of edtech with a strategic and informed approach.

    Olsen, B. (2023). Government decisionmaking on education in low-and middle-income countries.

  • School Safety or Big Brother? Unpacking the Rhombus R360 Camera’s Impact

    School Safety or Big Brother? Unpacking the Rhombus R360 Camera’s Impact

    Addressing Surveillance Challenges in Schools

    In the quiet corridors of our schools, a revolution in surveillance is unfolding. Traditional school surveillance struggles with limited scope, often leaving gaps in security and oversight. Enter the Rhombus R360, a beacon of modern technology with its omnidirectional lens, offering a comprehensive solution that covers extensive areas efficiently. This camera not only addresses the practical challenges of surveillance but also opens a dialogue on the broader implications for school culture.

    Design and Installation of Rhombus R360

    Designed for versatility, the Rhombus R360 ensures easy installation and robustness, making it suitable for diverse school environments. Its user-friendly nature, accessible even to non-technical staff, adds to its appeal, bridging the gap between advanced technology and everyday usability.

    Technical Features and Enhanced Security


    Boasting a 12-megapixel sensor and a fisheye lens, the camera offers high-resolution, panoramic video. Its advanced surveillance capabilities, including pan, tilt, and zoom features, not only enhance school security but also raise important questions about the extent of monitoring and its impact on the school atmosphere.

    Storage and Data Management


    With a 512GB microSD card, the R360 ensures ample storage, complemented by cloud storage options for extended data management. This technological advancement in data handling raises the bar for security measures while also prompting discussions on data privacy and management in educational settings.

    Teachers’ Perspectives on Surveillance


    Insights from “Caught on Camera: Teachers’ Surveillance in Schools” highlight the dichotomy of surveillance. While teachers value the protection from false accusations and the enhanced security it provides, there are prevalent concerns about privacy, professional autonomy, and the shift towards a surveillance-oriented school culture.

    Surveillance, Social Control, and Ethical Concerns


    Drawing from “CCTV school surveillance and social control,” the article underscores the ethical nuances of surveillance in educational settings. It examines the fine line between ensuring security and inadvertently creating a culture of control and mistrust, a delicate balance that schools must navigate.

    Conclusion: Striking a Balance


    The Rhombus R360 camera, while technologically innovative, prompts a need for a balanced approach in school surveillance. Addressing both safety needs and respecting the social and ethical implications of such technologies is paramount for fostering a positive and nurturing educational environment.

    Home

    “Caught on Camera: Teachers’ Surveillance in Schools.” (Essay providing insights into teachers’ attitudes toward surveillance in schools).

    Hope, Andrew. “CCTV school surveillance and social control.” (Article examining the use of CCTV in UK schools and its implications for social control).

    Rhombus Systems Cameras: A Comprehensive Review | Swiftlane. (A review of Rhombus Systems cameras, discussing their product types and functionalities). Available at: Swiftlane

    Artificial Intelligence on R360 – Rhombus Support. (Information about the AI features of the R360 camera and its mounting implications). Available at: Rhombus Systems Support

    General Onsite Troubleshooting Procedures – Rhombus Support. (Details on troubleshooting procedures for Rhombus cameras). Available at: Rhombus Systems Support

  • Ctrl+Alt+Revolution: Can Tech Save Education (Without Crashing)?

    Ctrl+Alt+Revolution: Can Tech Save Education (Without Crashing)?

    The global pandemic has irrevocably altered the landscape of education, pushing schools towards virtualisation technologies like Virtual Desktop Infrastructure (VDI) and application virtualisation. But are these tools poised to revolutionise learning, or do they present a risky gamble for student success?

    VDI: Replicating Desktops, Anywhere, Anytime

    Imagine students accessing their entire school computer with personalized settings and software from any device and location. This is the promise of VDI, which replicates virtual desktops on a central server accessible via the internet. This approach offers several advantages:

    Flexibility: Students can learn remotely or on-the-go, ideal for snow days or extracurricular activities.

    Security: Sensitive data remains on the server, minimizing the risk of leaks from lost devices.

    Management Efficiency: Updates and software installations happen centrally, saving IT staff time.


    However, VDI also presents challenges:

    Infrastructure Dependence: Robust internet infrastructure, not always readily available in all areas, is crucial for smooth operation.
    Central Server Vulnerability: Reliance on central servers can lead to performance issues and downtime, disrupting lessons.
    App Virtualization: Targeted Tools, Lighter Footprint

    Instead of replicating the entire desktop, app virtualisation delivers specific applications to any device. Imagine directly streaming a design software package to students’ tablets for a graphic design project. This approach boasts its own advantages:

    Cost-Effectiveness: Students can use their own devices, eliminating the need for expensive school laptops.
    Scalability: Applications can be easily added or removed based on curriculum changes and specific needs.
    Accessibility: Students can access essential tools even with older or less powerful devices.

    But app virtualisation also has limitations:

    Security Concerns with data that might be stored locally on student devices, raising security concerns. Compatibility and Bandwidth Limitations: Software compatibility and network bandwidth limitations can hinder the experience.

    The conversation surrounding virtualisation technologies in education has highlighted some concerns:

    Equity Concerns: Unequal access to reliable internet and adequate devices can widen the digital divide.

    Technology Dependence: Overreliance on technology can hinder critical thinking and problem-solving skills.

    Teacher Training and Support: Effective virtualisation implementation requires significant teacher training and support.

    Real-World Examples: Charting the Course

    The Biloxi Public School District’s successful VDI implementation for their STEM program and the use of app virtualisation in remote areas of Australia demonstrates the potential of these technologies when implemented strategically with a focus on equity and effective learning.

    Conclusion: A Balanced Approach for Empowered Learning

    The journey towards a successful virtual learning environment necessitates a balanced approach. While virtualisation technologies provide fascinating opportunities for transforming education, we must approach them with a critical lens. By fostering open dialogue, addressing potential pitfalls, prioritizing equitable access, and focusing on effective pedagogy, we can navigate the virtual world and create a truly enriching learning experience for all students. Furthermore, virtualisation technologies offer exciting possibilities, so it’s crucial to consider the potential need for a larger and more specialized IT department. The increased complexity of managing and maintaining these systems, especially during potential downtime, might necessitate hiring staff with specific virtualisation expertise, potentially leading to higher salary demands. On top of this, your school’s geographical location can have a major impact depending on the service you may take and what providers are available, especially when it comes to streaming apps. Unfortunately, many people underestimate the complexities of how the internet works and what will give you the best performance; most agents just want to take your money. It’s almost like buying a Ferrari but driving it off-road.

    Remember, the conversation about technology in education is ongoing. Let’s keep it going and ensure that technology remains a tool to empower, not hinder, learning.