In the bustling city of Paris, on the 26th of July, a clarion call echoes through the hallowed halls of UNESCO. Their urgent message? A resounding plea for the judicious use of technology in the realm of education. A new global report, authored by UNESCO, sheds light on the alarming lack of proper governance and regulation surrounding the digital revolution in the classroom.
With a voice brimming with concern, Audrey Azoulay, the Director General of UNESCO, warns against the unbridled embrace of technology in education. Yes, the digital revolution offers unparalleled potential, but we must tread carefully. Society's apprehensions about regulating technology must be mirrored in the educational domain. The paramount focus should be on enhancing learning experiences and nurturing the well-being of students and teachers. The report insists that technology should never supplant traditional, in-person, teacher-led instruction - for online connections can never truly replace the irreplaceable human interaction.
This thought-provoking report, aptly titled "Technology in education: A tool on whose terms?" is unveiled in Montevideo, Uruguay. Eager minds gather, hosted by UNESCO, the Ministry of Education and Culture of Uruguay, and the Ceibal Foundation, along with the presence of 18 esteemed education ministers from around the globe. The report offers a crucial set of four questions that policymakers and educational stakeholders should deeply reflect upon as they navigate the deployment of technology in the realm of education.
The first question that emerges from the depths of this contemplative report is simple yet profound - is the use of technology appropriate? An affirmative answer emerges, for technology indeed holds the potential to augment learning in certain contexts. However, cautionary evidence is cited - learning benefits can rapidly diminish if technology is excessively used or if it stands devoid of the guidance of a qualified teacher. Simply distributing computers to students does not lead to improved learning outcomes if teachers are not actively engaged in the pedagogical process. Even smartphones, hailed as ubiquitous modern tools, have been found to be distracting in a learning environment. Yet, astonishingly, only a minority of countries, less than a quarter, prohibit their use in schools.
Learn from past mistakes, implores Manos Antoninis, the Director of the Report. Let us teach our children to strike a balance between embracing technology and knowing when to disengage from it. To empower them to extract the necessary knowledge from the abundance of information while sifting out the unnecessary. Technology should undoubtedly support education, but it must never overpower the invaluable human interactions that lie at the heart of effective teaching and learning.
Another question rises like a phoenix from this report - is the use of technology equitable? The pandemic's impact looms large over this inquiry. The rapid shift to online learning during COVID-19 disproportionately left out over half a billion students worldwide, with the brunt borne by the underprivileged and those in rural areas. The report underscores that meaningful connectivity has become synonymous with the right to education, but shockingly, one in four primary schools still lack access to electricity. The report urges countries to establish benchmarks for connecting schools to the internet by 2030, all while keeping a vigilant focus on empowering the most marginalized.
Scaling the use of technology in education demands rigorous and impartial evidence of its efficacy, yet such data is surprisingly scarce. The evidence primarily emanates from the United States, where a mere 2% of education interventions have demonstrated 'strong or moderate evidence of effectiveness,' as pointed out by the What Works Clearinghouse. Relying solely on evidence provided by technology companies can raise concerns about potential bias. Alas, many nations overlook the long-term costs of technology purchases, resulting in a burgeoning EdTech market while the basic needs of education remain unmet. The report paints a vivid picture of the financial hurdles countries face when transitioning to digital learning, and the staggering costs associated with connecting all schools to the internet. A thoughtful transformation is essential, for the dreams of quality education must not succumb to fiscal strain.
Sustainability takes center stage in this captivating narrative. Education systems must grapple with the relentless pace of technological advancement and adapt accordingly. Digital literacy and critical thinking are elevated to newfound importance, especially with the rise of generative AI. Encouragingly, the report reveals that many countries have already commenced the movement of defining future-focused skills, with over half of them having identified the skills they wish to foster. However, only a handful of governments have established curricula for AI, marking a glaring disparity.
Basic literacy is equally vital for digital application - a skill that must never be underestimated. Students equipped with strong reading abilities are far less susceptible to falling prey to phishing emails and online scams. As we prepare our students for the future, it is imperative to invest in teachers' appropriate training. Regrettably, only half of the countries currently possess standards for developing teachers' ICT skills, and cybersecurity education is often glaringly absent. Given that 5% of ransomware attacks target education, this glaring oversight demands immediate redress.
A sustainable future for education also hinges upon safeguarding the rights of technology users. Data privacy, a pressing concern in today's interconnected world, remains woefully under-addressed. Shockingly, only 16% of countries have enshrined data privacy in education by law. The potential risks are immense - a disconcerting analysis unearthed that 89% of 163 education technology products could survey children. Additionally, the pandemic's impact on online education revealed that 39 out of 42 governments fostered uses that infringed upon children's rights. Upholding the rights of learners and educators must remain a paramount priority.
As the echoes of UNESCO's urgent call reverberate across the globe, policymakers, educators, and communities must heed its resonant message. For technology in education is indeed a double-edged sword, and it is within our power to wield it wisely. Let us tread mindfully, ensuring that the fusion of technology and education serves as a powerful ally in the quest for knowledge and empowerment, and never as a force that casts shadows upon the promise of quality education for all.
