ABSTRACT
This chapter argues that without the aid of Educational Technology (EduTech), the Right to Education (RTE) will remain either unrealised or will only result in a mediocre education quality. The critical parts that go missing in any discussion on EduTech are the crucial interrelationships and involvement of various entities, such as stakeholders, content, pedagogy, technologies, and the development model comprising the cyclical iterations of Analysis, Design, Development, Implementation and Evaluation (ADDIE). The monitoring and evaluation have been very weak. Most projects commissioned by the government or even those implemented in the private education space have had no rigorous programme management and evaluation, resulting in a plethora of problems from crossing budgeted costs and timelines to being completely of in terms of outcome achievement. The flow is that though given the large upfront costs involved, it is necessary to look at rapid proto-typing and continuous piloting, beta testing and other modes of ongoing evaluation for sustainable deployments of EduTech.
