On the positive side, the novelty feature of educational technology in remote learning has made students interested in ICT-based learning – listening to the radio, viewing TV lessons, using computers, tablets, and cell phones. Parents too, felt like “learners” again.

• There strong government support for technology in education, with special focus on hardware provision to schools. The prevailing model of classroom integration is learning about technology (i.e., digital literacy to prepare for the information age workforce) or teaching with technology (i.e., digitizing lesson plans to move from chalkboard to projector), but not learning with technology.
• There are many efforts by a range of stakeholders, independently and in partnerships or coalitions, to create opportunities use technology in school.
• Many organizations are involved in teacher training, and there is need for content coordination and focus, under the umbrella of a clear set of standards for what technology integration looks like and what teachers need to know and do to achieve that standard.
• There is strong support for connecting last-mile schools and harnessing technology for out-of-school youth. The focus is hardware provision, improving internet connectivity and finding offline solutions for general digital pedagogy. These initiatives are work in progress and they need  subject-specific EdTech software or personalized learning applications.