Reflection on Debate 5

Reflection on Debate 5

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Has Technology led to a more equitable society?

As a social science teacher in Bangladesh, I often find myself reflecting on how technology has transformed our classrooms—and society at large. While I firmly agree that technology has made education more equitable in many respects, there are also clear limitations that remind us the journey is not complete. I am considering the issues from the perspective of my country, as I have witnessed them more closely there.

✅ Technology Promotes Equity

EdTech platforms bridging urban–rural divides

Platforms like 10 Minute School and Science Bee have helped level the playing field. 10 Minute School, created by Ayman Sadiq in 2015, offers free video lectures and interactive quizzes for students from Class 1 to 12. It reached millions of learners across Bangladesh and gained major investment from Sequoia Capital (YouTube, Wikipedia). Meanwhile, Science Bee, founded in 2018, provides STEM learning in both Bangla and English, promoting conceptual understanding beyond rote memorization. Its founder even won the Diana Award in 2023 (Wikipedia).

NGO‑led remote teaching models

The JAAGO Foundation pioneered digital schooling in rural and slum areas starting in 2011—using video conferencing to connect students with volunteer teachers in Dhaka. During COVID‑19, they scaled up mobile‑learning solutions so students could continue lessons even on basic phones (Wikipedia). One MIT‑led robotics and electronics workshop held at JAAGO even enabled sixth-grade slum students to build heartbeat monitors—showing that given the chance, they learn as well as more privileged peers (MIT D-Lab).

Teacher development and blended learning

The 3MPower project evaluated “Anonde Gonit Shikhi” maths training courses delivered online via mobile phones to rural teachers. It found that when teachers applied the training with encouragement from school leaders, students’ participation, behaviour, and numeracy improved markedly—even in marginalised communities (Wellbeing Education Studies).

 

Government & infrastructure support

The Bangladesh Computer Council (BCC) has trained tens of thousands of teachers and students in basic ICT skills. It established smart classrooms, Union Digital Centers, and solar‑powered computer labs—especially in under‑served areas without electricity 🌍(Wikipedia). Projects like Light of Hope have also deployed solar‑powered laptops and audiovisual materials in remote primary schools to support education in off‑grid areas (Wikipedia).

Remote‑learning response during COVID‑19

During school closures lasting around 18 months, the government launched distance‑learning programmes like “Ghore Boshe Shikhi” and “Amar Ghore Amar School”, broadcasting prerecorded lessons through television and radio. They produced over 5,000 digital lessons and trained almost 1,000 teachers to deliver remote education effectively—efforts backed by GPE funding (Global Partnership for Education

Challenges Remain: Where Equity Gaps Persist

Digital divide in rural and marginalised areas , studies show more than 60% of rural households lacked internet or smartphones; only ~16% rural students could participate in remote learning compared to ~29% urban peers. TV access was equally limited—only 56% of households had TVs, leaving half the children unable to watch educational broadcasts (YouTube, ERIC). A 14‑year‑old student noted:

“Our classes are often affected by poor internet connectivity, data expiry and power outages.”
(UNICEF)

Infrastructural and economic barriers, while urban, elite, or English‑medium schools have digital tools and stable power, many rural and low‑income urban schools still lack basic infrastructure. Efforts to broadcast lessons via TV or radio could not entirely reach those without access or devices (ERIC, Global Partnership for Education). The digital divide has adversely affected equal access, especially during COVID‑19 (EJSIT Journal).

Uneven teacher readiness and uptake, online teacher training often fails to translate into classroom change when educators lack motivation or support. The 3MPower project found only teachers backed by principals or colleagues applied new methods—others did not, limiting impact (Wellbeing Education Studies).

Policy coordination and sustained planning needed, as a recent op‑ed in The Business Standard emphasized, while technology offers personalised, collaborative learning, equitable integration depends on strategic policy, infrastructure investment, and teacher capacity building—especially to ensure rural and under‑resourced schools aren’t left behind (tbsnews.net

While technology has the potential to create a more equitable society, in Bangladesh the impact is mixed. It has opened up new opportunities for education, communication, and financial access, especially in urban areas. However, many students and families in rural regions still face barriers such as poor internet, lack of devices, and limited digital literacy. As someone who has seen these challenges firsthand, I believe that for true equity to be achieved, more investment and support are needed to bridge the digital divide. Only then can technology truly serve all members of society, regardless of their background.

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3 thoughts on “Reflection on Debate 5”

  1. Hi Maherun!
    Thank you so much for your perspective on this topic! I always find it beneficial to hear of other experiences in the classroom outside of Saskatchewan, as it sheds light on how education is different everywhere. Especially since we all have our own stories of how we’ve seen the digital divide affect the lives of our students and those around us. Even when we compare the digital divide situation in most of Canada, compared to what you described in Bangladesh, the problems of a lack of access to technology, quality internet access, and digital literacy training are similar. However, they are on two completely different scales in how those problems are being addressed. In the school where you taught social science, how would you describe the technology usage in the school? Did your school have funding specifically allocated to improving technology usage?

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  2. Hey Maherun! Great post! You shared so many amazing positive points that support how technology is working to make the world of education more equitable. And they way you break down the drawnbacks makes it really seems as though there is a little bit of work to be done but it isn’t out of reach. If we can improve global connectivity, reduce costs, and enhance technology training, we can make huge strides towards closing learning gaps. Over the past 25 years, global online connections have increased by over 60%, so just imagine what that will look like in another 5-10 years! This is not a small challenge to overcome, but I have hope that we will get there as the world becomes more and more reliant on technology. Global connectivity has become a necessity like never before.

    Thank you for sharing your perspective. I hope you have a great summer!

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  3. Hi Maherun,
    hank you for highlighting how technology is reshaping education in Bangladesh. I strongly agree that technology has immense power to create a more equitable society, especially for the poor, marginalized urban populations, and Indigenous communities. We’ve seen this in Bangladesh through platforms like 10 Minute School and JAAGO Foundation, and similarly in Nepal through e-Pustakalaya and Teleshiksha. These tools have opened learning opportunities where traditional access was limited.
    But as you rightly pointed out, access is the key. Without devices, connectivity, and electricity, the promise of equity through technology remains unfulfilled. In both countries, over half of rural students lacked access to remote learning during COVID-19. That’s why government policies must prioritize infrastructure, affordability, and training, especially in rural and under-resourced areas. When access is equitable, technology becomes a true equalizer, bridging historical gaps and empowering all learners, regardless of their background.
    Sarada

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