"Based on my interactions with educational policymakers, and those who advise them, it seems to be a truth (almost) universally acknowledged that there is insufficient research into models of educational technology use, the impact of such use, and related costs." according to Michael Trucano, the World Bank's Senior ICT and Education Policy Specialist.
This is not to say that there is *no* useful research into the use of technology in education around the world, of course. Online tools like ERIC and SSRN can help you find some useful studies; the popular press and the blogosphere increasingly reference such work (sometimes even in ways where you can actually track down the referenced studies!); there are of course a lot of academic, industry and professional journals dedicated to the subject; and a healthy amount of ‘grey’ literature circulates informally (including stuff commissioned by companies that is never formally published).
Firms also circulate ’white papers’ touting the ‘impact’ of their products and services, something which I tend to place into its own separate category, given the commercial and marketing imperatives that often animate such work. That said, just because a lot of ‘research’ is produced doesn’t mean that such research is helpful to meet the practical information demands of educational policymakers, planners and educato
Even if you *are* of the opinion that there is indeed a lot of useful, policy- and practice-relevant research out there related to the use of technologies in education, the fact remains that most of our collective knowledgebase has been constructed as a result of studying and attempting to learn from experiences in ‘highly developed’ (OECD) countries.
While there is always danger when trying to draw generalized lessons from a research study that examines a specific context, it would seem reasonable to me that the difficulties when looking to draw lessons from experiences in Quebec that might be relevant to Kansas or Canberra pale in comparison to those when trying to extend such lessons to policymakers making decisions which will affect students and teachers in places like Quito or Kampala — let alone rural Cambodia.
Thankfully, there are a number of promising moves afoot which hope to direct more energy and resources to investigate issues and circumstances of relevance to those exploring the use of ICTs in education in middle and low income learning environments and contexts around the world.
Until we start to see results from these sorts of efforts, however, the practical reality is that, in most cases, policymakers in middle and low income countries who wish to draw lessons ‘from the research’ in order to inform their policy making related to potential educational technology initiatives will continue to try to contextualize results from research in higher income countries in the attempt to divine what lessons (if any) might be relevant to their own circumstances, even in places where contexts for use and typical use cases may be quite different.