Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/216392
Authors: 
Fairlie, Robert W.
Loyalka, Prashant
Rozelle, Scott
Ma, Yue
Year of Publication: 
2020
Series/Report no.: 
IZA Discussion Papers No. 13080
Abstract: 
EdTech which includes online education, computer assisted learning (CAL), and remote instruction was expanding rapidly even before the current full-scale substitution for in-person learning at all levels of education around the world because of the coronavirus pandemic. Studies of CAL interventions have consistently found large positive effects, bolstering arguments for the widespread use of EdTech. However CAL programs, often held after school, provide not only computer-based instruction, but often additional non-technology based inputs such as more time on learning and instructional support by facilitators. In this paper, we develop a theoretical model to carefully explore the possible channels by which CAL programs might affect academic outcomes among schoolchildren. We isolate and test the technology-based effects of CAL and additional parameters from the theoretical model, by designing a novel multi-treatment field experiment with more than four thousand schoolchildren in rural China. Although we find evidence of positive overall CAL program effects on academic outcomes, when we isolate the technology-based effect of CAL (over and above traditional pencil-and-paper learning) we generally find small to null effects. Our empirical results suggest that, at times, the "Tech" in EdTech may have relatively small effects on academic outcomes, which has important implications for the continued, rapid expansion of technologies such as CAL throughout the world.
Subjects: 
pencil effects
ICT
EdTech
computer-assisted learning
student learning
educational productivity
RCT
JEL: 
I21
O15
Document Type: 
Working Paper

Files in This Item:
File
Size
740.58 kB





Items in EconStor are protected by copyright, with all rights reserved, unless otherwise indicated.