The World Bank stated that educational technology (EdTech) can enhance learning outcomes in the East Asia-Pacific region, but it must be more accessible and accompanied by better teaching quality.
According to the report “Using Education Technology to Improve Student Learning in East Asia Pacific: Promises and Limitations,” the lack of involvement in learning during school closures was worsened by unequal availability of EdTech.
A study conducted in the Philippines found that 41% of participants engaged in online or mobile learning activities during school closures. In rural areas of the Philippines, this number was lower at 25%.
The World Bank referenced a collaborative study with the Center for Global Development (CGD), revealing that over 50% of leaders at the education and finance departments in the Philippines, Indonesia, Laos, Mongolia, and Vietnam admitted that EdTech did not have equal benefits for all children.
According to the report, 37% of individuals who did not perceive EdTech as effective stated that a main reason for this was a lack of access to electronic devices such as PCs, tablets, or laptops.
According to a survey, 18.9% of households in the Philippines cited a lack of access to devices as the primary obstacle to learning during the pandemic.
According to the World Bank, simply investing in hardware such as laptops, tablets, and computers without also investing in connectivity and proper teacher training will not lead to improved learning.
The recommendations mentioned included utilizing remote teaching if there is a lack of highly qualified teachers; investigating the potential of Artificial Intelligence interventions; and creating and expanding interventions that utilize assistive technology for students with disabilities, among other suggestions.