ABSTRACT
Chapter 9 examines the growth and influence of new technologies on education and learning, with a particular focus on information and communication technologies (ICTs) in developing countries. It acknowledges the transformative potential of ICTs such as mobile phones, the Internet, and artificial intelligence (AI) in enhancing educational quality, accessibility, and equity. While recognizing the promise of educational technologies (EdTech), the chapter also critically evaluates overly optimistic expectations. It stresses that technology alone does not guarantee improved learning outcomes and emphasizes the necessity of careful integration of pedagogical methods tailored to local contexts and cultural needs. Through examples of successful and unsuccessful EdTech (e.g., One Laptop Per Child) initiatives and interventions, the chapter identifies key success factors, including scalability, cost-effectiveness, sustainability, and user-centered design. An EdTech conceptual framework—including four components: (1) purposes, (2) devices and software, (3) end users, and (4) contexts—is suggested. In terms of AI, there is vast potential to improve school instruction by helping teachers connect with and support students, while also promoting equitable and personalized learning tailored to student strengths. At the same time, the chapter urges vigilance about the promises made by proponents of AI so that a new “digital divide” is avoided.
