Can Technology Overcome Social Disadvantage of School Children's Learning Outcomes? Evidence from a Large-Scale Experiment in India

Naik, Gopal; Chitre, Chetan; Bhalla, Manaswini; Rajan, Jothsna

doi:10.2139/ssrn.2775558

Cited by 6 publications

(3 citation statements)

References 11 publications

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“…CAL is becoming increasingly popular within the developing world as well, and an experimental literature on these interventions is growing rapidly in China (Bai et al 2016;Lai et al 2013;Lai et al 2015;Lai et al 2016;Mo, Zhang, Luo, et al 2014;Mo, Zhang, Wang, et al 2014;Mo et al 2015) and India (Banerjee et al 2007;He, Linden, and MacLeod 2007;Linden 2008;Muralidharan, Singh, and Ganimian 2016;Naik et al 2016). On one hand, CAL programs may prove to be more effective in developing countries given the often tight capacity constraints faced, such as low supply of qualified teachers or large pupil-to-teacher ratios.…”

Section: Experimental Evidencementioning

confidence: 99%

Upgrading Education with Technology: Insights from Experimental Research

Escueta¹,

Nickow²,

Oreopoulos³

et al. 2020

Journal of Economic Literature

110

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In recent years, there has been widespread interest around the potential for technology to transform learning. As investment in education technology continues to grow, students, parents, and teachers face a seemingly endless array of education technologies from which to choose—from digital personalized learning platforms to online courses to text message reminders to submit financial aid forms. Amid the excitement, it is important to step back and understand how technology can help—or in some cases hinder—learning. This review article synthesizes and discusses rigorous evidence on the effectiveness of technology-based approaches to education in developed countries and outlines areas for future inquiry. In particular, we examine randomized controlled trials and regression discontinuity studies across the following categories of education technology: (i) access to technology, (ii) computer-assisted learning, (iii) technology-enabled behavioral interventions in education, and (iv) online learning. We hope this synthesis will advance academic understanding of how technology can improve education, outline key areas for new experimental research, and help drive improvements to the policies, programs, and structures that contribute to successful teaching and learning. (JEL H52, H75, I20, O33)

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Section: Experimental Evidencementioning

confidence: 99%

Upgrading Education with Technology: Insights from Experimental Research

Escueta¹,

Nickow²,

Oreopoulos³

et al. 2020

Journal of Economic Literature

110

View full text Add to dashboard Cite

show abstract

“…According to Elliman (2006), citizens are unlikely to use e-government services if there is a lack of reliable information and data about services. Telecentres may be a reliable point of contact for citizens to access information and download and send applications (Naik, Chitre, Bhalla, & Rajan, 2016). (Faroqi, 2019).…”

Section: Literature Review: Factors Influencing Telecentre's Financia...mentioning

confidence: 99%

“…i. Digital Divide: Access to a telecentre may be affected by a person's gender, caste, and education (Hill, 2016;Naik et al, 2016;Ndiku & Mwai, 2016). Here, the digital divide is related to citizens' perceptions of equality/inequality in services through telecentres.…”

Section: H Media Influencementioning

confidence: 99%

Prioritising sustainability factors for public-private partnership (PPP)-based mature telecentres using the ‘Akshaya’ project as a case

Mishra

Shah

2023

AJIS

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Telecentres are considered an essential information and communication technology (ICT) platform to deliver e-government services and play a vital role in reducing the digital divide, thereby enhancing access to e-government services. This study aimed to identify the factors that financially sustain a PPP-based mature telecentre and explore the hierarchy among these factors. An in-depth review of existing literature was conducted to identify sustainability factors. These factors were subjected to further validation through a qualitative field study. Then, interpretive structural modelling (ISM) was used to understand the interrelationships and identify the hierarchy between the identified factors. Finally, the decision-making trial and evaluation laboratory (DEMATEL) was used to validate the developed hierarchical model. The results indicated that in order of their hierarchy, ‘centre resources’, ‘affordability’, ‘quality of services’, ‘quality of operators’, and ‘convenience’ were the influential factors that sustained a mature telecentre. The critical role of village-level entrepreneurs and the importance of integration between public and private entities at each stage of the hierarchy were emphasised. This paper presents theoretical and practical implications for stakeholders to adopt appropriate measures to sustain telecentres.

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