Can technology improve the classroom experience in primary education?

Cardim, Joana; Molina-Millán, Teresa; Vicente, Pedro C.

doi:https://doi.org/10.1016/j.jdeveco.2023.103145

Utilize este identificador para referenciar este registo: http://hdl.handle.net/10362/159495

Título:	Can technology improve the classroom experience in primary education?
Autor:	Cardim, Joana Molina-Millán, Teresa Vicente, Pedro C.
Palavras-chave:	Africa Angola CAL Computer-assisted learning Field experiment, RCT Primary education Development Economics and Econometrics
Data:	Set-2023
Resumo:	Primary school coverage has been increasing in most developing countries. Yet, it has not been accompanied by significant improvements in learning indicators. We implemented a randomized experiment in Angola around the introduction of ProFuturo, a worldwide educational program. The program includes a Computer-assisted Learning (CAL) software directed at improving the regular classroom experience. One year after the program started, we find higher familiarity with technology. Teachers miss fewer days of classes and implement better teaching practices. Students become more interested in learning and pro-social. Finally, the program improves students’ test scores but only in the most popular subject in the CAL platform.
Descrição:	Funding Information: We thank seminar and conference participants at NEUDC, IFS, and NOVAFRICA for useful comments. We are grateful to Ana Margarida Araújo, Carine Canonici, Sara Queirós, Xaver Schenker, and Sara Vaz for outstanding field coordination and/or research assistance. We also convey a word of appreciation to all the enumerators we worked with in this project. We acknowledge funding from la Caixa Foundation, Spain. This work was also funded by Fundac̨ão para a Ciência e a Tecnologia, Portugal (SFRH/BD/131707/2017, UID/ECO/00124/2013, UID/ECO/00124/2019), POR Lisboa, Portugal (LISBOA-01-0145-FEDER-007722, LISBOA-01-0145-FEDER-022209) and POR Norte, Portugal (LISBOA-01-0145-FEDER-022209). Teresa Molina-Millán acknowledges financial support from Generalitat Valenciana, Spain CDEIGENT/2020/016 and from the Spanish Ministry of the Economy and Competitiveness, Grant ECO2017-87069-P. Ethics clearance was given by Universidade Nova de Lisboa. All remaining errors are our responsibility. Funding Information: We thank seminar and conference participants at NEUDC, IFS, and NOVAFRICA for useful comments. We are grateful to Ana Margarida Araújo, Carine Canonici, Sara Queirós, Xaver Schenker, and Sara Vaz for outstanding field coordination and/or research assistance. We also convey a word of appreciation to all the enumerators we worked with in this project. We acknowledge funding from la Caixa Foundation, Spain . This work was also funded by Fundac̨ão para a Ciência e a Tecnologia, Portugal ( SFRH/BD/131707/2017 , UID/ECO/00124/2013 , UID/ECO/00124/2019 ), POR Lisboa, Portugal ( LISBOA-01-0145-FEDER-007722 , LISBOA-01-0145-FEDER-022209 ) and POR Norte, Portugal ( LISBOA-01-0145-FEDER-022209 ). Teresa Molina-Millán acknowledges financial support from Generalitat Valenciana, Spain CDEIGENT/2020/016 and from the Spanish Ministry of the Economy and Competitiveness , Grant ECO2017-87069-P . Ethics clearance was given by Universidade Nova de Lisboa. All remaining errors are our responsibility. Publisher Copyright: © 2023 The Author(s)
Peer review:	yes
URI:	http://hdl.handle.net/10362/159495
DOI:	https://doi.org/10.1016/j.jdeveco.2023.103145
ISSN:	0304-3878
Aparece nas colecções:	NSBE: Nova SBE - Artigos em revista internacional com arbitragem científica

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