Technology to Empower Actors Across the Learning Ecosystem (led by Harvard University)
Our primary question of interest is whether empowering school- and home-based actors through feasible and tech-enabled provision of information and guidance on learning activities can positively impact their child’s learning level. By introducing a range of design variations and utilizing a randomized control design, we are able to separately and causally estimate the impact of various components of the intervention.
- Is there an information failure that inhibits learning progress? Do actors know enough about child learning levels and possible learning activities they could utilize to enhance their child’s learning? Does alleviating this failure boost learning, and by how much and at what cost?
- Are actors able to deploy information on the child’s learning gaps and learning activities, to better guide the child’s learning? If not, is there a “guidance” failure? Does alleviating this failure boost learning, and by how much and at what cost?
- Are school-based and home-based actors differentially affected by the above failures? Is the impact of addressing them, and costs of adopting them, differential across these types of actors?
- Are school-based and home-based actors complements, substitutes or have separable and independent effects in helping children learn?