Look on the Web for up-to-date information about another country with low resource and infrastructure that has adopted a different pedagogy and consider an explanation of the differences.
This was the instruction for this part of this week.
Where to begin? Well - I've learned something and I headed into the OU library instead of to Google! Initially I searched for changes to educational pedagogy in Botswana - it's not quite a country I plucked out of the air as I had a glorious day there in 2016 and fell in love with the atmosphere of the country as well as the amazing scenery in the very small corner I saw.
I found this article: Problem-Based Learning Pedagogies in Teacher Education: The Case of Botswana
I was very interested in the article but it became clear that this was not exactly what was being asked for. Botswana certainly qualifies as low resource and low infrastructure but the article was about a small scale experiment rather than a national effort to change their educational pedagogy.
I then went less specific. I selected 'education', 'foreign countries' and 'pedagogy' and then limited the results to anything from 2014 onwards.
The next article I found was this one: Using Technology and Mentorship to Improve Teacher Pedagogy and Educational Opportunities in Rural Nicaragua
This article seemed very relevant. There was a lot of material about why the current system was unsuccessful by many measures and some of the things which have been, or could be, done to tackle those issues. However - again it seemed like a small scale experiment rather than a national policy.
Finally I found this: Bringing a student-centered participatory pedagogy to scale in Colombia
I think I have it! Whilst there isn't a lot about technology in here there is a lot about the value of student centred learning, the teacher as facilitator rather than fact regurgitator, learners working in peer groups and so on.