More than 10 million school-age childrenhave been forced out of school in the Middle East and NorthAfrica (MENA) due to armed conflict in Syria, Iraq, Yemen,Libya and other countries. Most are displaced internally butothers have fled across borders to seek refuge. Displacementmay have become a constant, perhaps permanent feature of the21st century; if so, it is important to be prepared anddevelop a lasting capacity to deal with displacementwherever it occurs and enact policies that support andenable new ways to learn.As governments and internationalagencies struggle to ensure these children a safe learningenvironment and a good quality education, many look toinformation and communications technology (ICT) to provideat least part of the solution. The use of smartphones andother mobile devices, ubiquitous even among impoverishedrefugees, can provide a platform that educators can leverageto reach marginalized children and youth.The purpose of thisnote is to provide a clear and concise snapshot of the roleICT has played, the promise it holds, the projects that arecurrently under preparation, and what more might be done.This is in no way a comprehensive assessment but rather anattempt to promote dialogue and inform programs. Among themain points are the following: The situation of refugees inMENA is highly diverse and ICT-supported interventions canbe and must be correspondingly diverse: indeed, eachintervention should be tailored to particular needs ofparticular groups and be integrated with an appropriatepedagogy. Technology can also aid parents and relieforganizations, not only students and teachers. While UNagencies strive to integrate refugees into local schoolsystems, the potential of small-scale private schooling,assisted by technology, should be explored. ICT can replaceteachers and organized learning only in rare instances; butit can provide effective support to education, especiallywhen supplemented with teacher training. Many seek evidencethat technology-assisted approaches are effective, butlittle has been gathered with respect to ICT in educationgenerally, let alone in emergency situations. The currentsituation provides numerous opportunities to build theevidence base, even carry out randomized control trials, andthereby improve ICT interventions and bring them to scale.In the meantime, lacking a robust evidence base, researchersand practitioners have formulated design principles that canprovide guidance.
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