S7 Ep40: Using mobile phones to support teachers, parents, and students

More households in low-income countries own a mobile phone than have electricity or clean water.  So why is education one of the last places it has been put to work?Jenny Aker (Cornell) and Noam Angrist (Oxford) are the academic leads on a J-PAL Policy Insight that reviews 30 studies of mobile phone programmes in education. They tell Tim Phillips that the cheapest option, blasting out SMS messages, is usually the one that fails. But put a real person on the other end of the line, and that's an effective and inexpensive way to improve education. The phone is a platform, Angrist points out, not a pedagogy.The research behind this episode:Abdul Latif Jameel Poverty Action Lab (J-PAL). 2026. "Leveraging Mobile Phones for Learning." J-PAL Policy Insight. Academic leads Jenny Aker and Noam Angrist; insight authors Jessica Williams and Demitria Wack.To cite this episode:Phillips, Tim, Jenny Aker, and Noam Angrist. 2026. "Using mobile phones to support teachers, parents, and students." VoxDev Talks (podcast).About the guestsJenny Aker is the Daniel G. Sisler Professor of Development Economics at Cornell University. She is also a non-resident fellow at the Center for Global Development and co-chair of the Digital Identification and Finance Initiative at J-PAL Africa. Her research spans mobile technology and agricultural markets, adult literacy and numeracy, financial inclusion, and the design of cash transfers and social protection in Africa.Noam Angrist is Academic Director of the What Works Hub for Global Education and Senior Research Fellow at the University of Oxford, and co-founder of Youth Impact, one of the largest NGOs scaling health and education programmes backed by randomised trial evidence. His research spans distance education, the measurement of implementation, and how programmes that work in a trial can be made to work at national scale.Research and concepts cited in this episodeOne Laptop per Child. The plan to put a cheap laptop in the hands of every child in the developing world, launched in 2005 and abandoned as evidence of its effect on learning failed to appear. Angrist raises it as the cautionary tale for anyone introducing a device: the schools could not absorb it, the software was an afterthought, and nobody planned for charging or breakage. Phones avoid that problem because they are already there, so the marginal cost of adding good pedagogy is low. A long-term follow up from rural Peru found no positive effect on educational outcomes.Mobile coverage. GSMA. 2025. "The State of Mobile Internet Connectivity 2025." Around 95% of the world's population now lives within range of a broadband network. In sub-Saharan Africa coverage is about 80% and adoption about 60%, and what people mostly hold is a simple handset rather than a smartphone.Phone tutoring in emergencies. Angrist, Noam, Micheal Ainomugisha, Sai Pramod Bathena, Peter Bergman, Colin Crossley, Claire Cullen, Thato Letsomo, Moitshepi Matsheng, Rene Marlon Panti, Shwetlena Sabarwal, and Tim Sullivan. 2023. "Building Resilient Education Systems: Evidence from Large-Scale Randomized Trials in Five Countries." NBER Working Paper 31208, revised 2025. Weekly maths texts combined with live tutoring calls raised test scores by 0.30 to 0.35 standard deviations at an average cost of US$11 per child. SMS on its own moved the needle only where access to learning was already very low.Scaling up without the drop. The first Botswana phone tutoring trial produced an effect of about 0.12 standard deviations; by the fifth replication, in Uganda, Angrist says the effect was over 0.8, and implementation fidelity data improved in step with the order of the studies. He sets this against the voltage drop described by John List in The Voltage Effect (2022), the tendency of programmes to lose their punch as they scale. Common, Angrist argues, but not inevitable.A/B testing the tutoring call. Angrist, Noam, Claire Cullen, and Janica Magat. 2025. "Cheaper (and More Effective) by the Dozen: Evidence from 12 Randomised A/B Tests Optimising Tutoring for Scale." What Works Hub for Global Education Working Paper 20