Lessons from the pandemic and beyond

Technology box help support teachers remotely, but that alone will not be enough. A range of additional factors should be considered in implementing technology-enabled TPD programs – in particular, programs with at least some sort of in-person component tend to be more effective. With its unique attributes of connectivity, interactivity, multimedia, and data processing, technology can enhance the design and delivery of PDT, especially in low-resource or fragile, conflict, and violent settings. Technology for Teaching (T4T) is the result of a World Bank effort focused on understanding the ways in which technology can be effectively harnessed to improve teaching practices. T4T provides practical tools for policymakers and practitioners to design and implement technology-enabled and operationally feasible PDT in specific contexts.

If “low-tech and high-touch” can have an impact and transform PDT, where is the evidence?

T4T, in collaboration with RTI International, Education Endowment Foundation and other development partners, has published a review of the global literature on technology-enabled TPD programs in low- and middle-income countries (LMICs). This review includes peer-reviewed studies and working papers that evaluate programs using technology to train and/or support K-12 teachers. This publication highlights six impactful methods of delivering technology-enabled PDT programs, including communities of practice, modeling best practices, coaching, digital resources for learning, digital resources for teaching, and instructional tips and strategies (see Table 1).

How is the technology used for PDT in the field?

A global crowdsourcing initiative, called Teachers for a Changing World, conducted in collaboration with HundrED and UNESCO, among others, has identified scalable and impactful TPD programs that use low-tech and high-tech solutions to train teachers and educational managers. After a rigorous review of more than 400 TPD programs from 80 countries, the campaign selected the 10 most effective programs as T4T champions. These 10 initiatives reflect how the integration of technology into a TPD program should be carefully considered and introduced with a clear purpose, adapting to the needs of the context to improve teacher support in a way that traditional practice does. TPD cannot. To learn more, listen to the voices of these T4T champions.

How can countries implement technology-enabled, context-specific, impactful and scalable TPD programs?

T4T identifies practical tips that illustrate effective strategies for implementing technology-enabled PDT in a variety of contexts, especially those characterized by low or no connectivity. This work analyzes and compares scalable and impactful solutions based on TPD technology, collected from a review of the world literature on technology-based TPD programs and a collection of case studies of implementers currently operating in LMICs). The actionable, technology-enabled operational strategies presented in this guidance note have the potential to improve access to and engagement with PDT, improve the application of skills and knowledge in the classroom, and can be scaled up. implemented in low-resource settings (see Figure 2). .

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Based on emerging research and successful field programs that support teachers, it’s clear that technology isn’t a magic bullet for all problems. Rather, it is a tool that policy makers can use under the right conditions to strengthen support for teachers. Moreover, this work shows that it is possible to support teachers at scale, by creating the right balance between technology and human connection. This balance is not a single recipe, but a combination of intermediate components. The resources developed as part of T4T offer a wealth of information that can support or enrich the tools and capacities of teachers at different points in their professional development. The technology-based strategies presented in our guidance note have the potential to improve access and engagement with PDT, improve the application of skills and knowledge in the classroom, and can be implemented in low-resource settings.

For a quick overview of the World Bank’s Technology for Education (T4T) program, check out this 1 minute of video. If you want to learn more about this topic, this series of 3 videos shows how practitioners from different parts of the world are leveraging the possibilities of technology to deliver transformative PDT.

Innovative TPD facilitated by technology
Support teachers through blended TPD programs
Tailor PDT programs to low-resource settings

You can also view our Teachers webpage, T4T webpageand Email us for any questions, comments or feedback.