01167nam a22001457a 4500 521195 521195 221226b ||||| |||| 00| 0 eng d Beg, Sabrin et al 36407 Engaging teachers with technology increased achievement, bypassing teachers did not American Economic Journal: Economic Policy 14(2), May, 2022: p.61-90 Using two RCTs in middle schools in Pakistan, we show that brief, expert-led, curriculum-based videos integrated into the classroom experience improved teaching effectiveness: student test scores in math and science increased by 0.3 standard deviations, 60 percent more than the control group, after 4 months of exposure. Students and teachers increased their attendance, and students were more likely to pass the high-stakes government exams. By contrast, providing similar content to students on personal tablets decreased student scores by 0.4 SD. The contrast between the two effects shows the importance of engaging teachers and the potential for technology to do so. – Reproduced American Economic Journal: Economic Policy EDUCATION AR 0 0 ddc 0 0 395247 IIPA IIPA 2022-12-26 14(2), May, 2022: p.61-90 AR127746 2022-12-26 AR