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

dc.contributor.author Waqar, Yasira
dc.contributor.author Bokhari, Tahira Batool
dc.coverage.placeName Pakistan en_US
dc.coverage.spatial Asia en_US
dc.date.accessioned 2019-08-29T16:12:20Z
dc.date.available 2019-08-29T16:12:20Z
dc.date.issued 2019-09
dc.description.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 en_US
dc.identifier.uri http://hdl.handle.net/11599/3273
dc.language.iso en en_US
dc.publisher Commonwealth of Learning (COL) en_US
dc.rights.uri https://creativecommons.org/licenses/by-sa/4.0/ en_US
dc.subject Education Technology en_US
dc.subject Monitoring and Evaluation en_US
dc.title Redesigning the Design: A Review of Education Technology Interventions in Pakistan en_US
dc.type Working Paper en_US
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