Redesigning the Design: A Review of Education Technology Interventions in Pakistan

Abstract

With new innovations in technology and decrease in the cost of technology, educational technology is increasingly seen as a panacea to educational problems in developing countries. Interventions are thus designed with a specific focus to help the students to develop literacy, numeracy and/or science skills. This paper reviews the design of educational technology initiatives in Pakistan using the framework of meaningful learning with technology by Jonassen et al. (2008) to understand the learning of students with these interventions. The framework of meaningful learning is based on the principles of constructivist learning and it focuses on the thinking skills of students. The results of the review of three large scale educational technology initiatives implemented in public sector schools reveal that the initiatives are designed to deliver academic content. The students are passive learners as teaching approach is teacher directed and students reproduce answers from the book to answer questions. //Paper ID 163