Technology Project
Technology audit

Education Quality Foundation of India, in collaboration with Learning Links Foundation conducted assessments to showcase how technology can help transform learning, focusing on innovative ways of collecting and understanding the learning outcome data that emerge from effective technology implementations.

The assessment was done using a combination of international datasets, in addition to quantitative and qualitative indicators gathered “on the ground” in 1:1 deployments. To assess the impact of 1:1 deployments, a baseline examination was conducted to gauge the understanding of students in class 6. An endline assessment was also conducted to note the impact of the project. The control group was expanded to 212 students with similar socio-economic backgrounds.

EQFI also conducted a Classroom Technology User audit for 9 schools with 2,800 students and 75 teachers to help schools gauge how comfortable their teachers were with the use of technology accessible to them and how effectively they were using it.

These nine schools were a combination of private and government affiliated to the Central Board of Secondary Education (CBSE), International General Certificate of Secondary Education (IGCSE) and Council for Indian School Certificate Examination (ICSE) from Delhi, Bangalore and Chennai.

The objectives of the assessment were to learn new ways for solving Maths and Science problems using innovative technology; help teachers create a more engaging and effective classroom experience and enable them to efficiently manage classrooms.

EQFI conducted the assessments through:

  • Training - the training programme assisted in building confidence in the resource coordinators to conduct sessions and troubleshoot problems on a day-to-day basis. The resource coordinators also gained knowledge in authorising software and creating activities/ questionnaires based on teachers' requirements.
  • Content - resource coordinators were confident about their knowledge of the activities and questionnaire provided. Most of the teachers found the resource coordinators to be competent enough to support and assist them during sessions.
  • Technology - teachers were comfortable conducting activities and assessments using technology.
  • Operations - teachers used technology to teach at least once a week.
  • Student learning - students learnt faster with technology than the regular way.
Process followed for assessments of student learning achievement levels in Maths and Science:
Technology Projects