Education and technology

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The relationship between education and technology has emerged as a pivotal aspect of contemporary development, propelled by rapid expansion. internet connectivity and mobile penetration. [1] Our world is now interconnected, with approximately 40% of the global population using the internet, a figure that continues to rise at an astonishing pace. [2] While internet connectivity varies across countries and regions, the prevalence of households with internet access global South has surpassed that in the global North. Additionally, over 70% of mobile telephone subscriptions worldwide are now found in the global South. [3] It is projected that within the next twenty years, five billion people will transition from having no connectivity to enjoying full access. [4]

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Such technologies have expanded opportunities for freedom of expression and social, civic, and political mobilization, but they also raise important concerns. The availability of personal information in the cyber world, for example, raises significant issues of privacy and security. New spaces for communication and socialization are transforming the concept of 'social' and necessitate enforceable legal and other safeguards to prevent their overuse, abuse, and misuse. [5] Examples of such misuse of the internet, mobile technology and social media range from cyber-bullying to criminal activities, including terrorism. In this new cyber world, educators need to better prepare new generations 'digital natives' [6] to navigate the ethical and social dimensions of not only existing digital technologies but also those yet to be invented. [7]

Education and technology in developing countries

The OLPC laptop being introduced to children in Haiti OLPC Haiti.jpg
The OLPC laptop being introduced to children in Haiti

The role of educational technology in enhancing access to education, particularly in impoverished areas and developing countries, is increasingly significant. However, it is important to recognise that educational technology is not solely about the integration of education and technology; it is also influenced by the societal culture in which it is implemented. [8]

Various organizations, including charities like One Laptop per Child, are dedicated to providing infrastructures that enable disadvantaged individuals to access educational materials. The OLPC foundation, supported by major corporations and originating from MIT Media Lab, has a mission to develop a $100 laptop for delivering educational software. These laptops have been made widely available since 2008, either sold at cost or distributed through donations.

In developing countries, technology adoption may be limited, but some countries have made progress in implementing pro-technology policies and advancements in biotechnology. One positive outcome of improved technology in these countries is reduced dependence on developed nations. Strategies such as developing infrastructure, promoting entrepreneurship, and formulating open policies towards technology can be effective in enhancing education and economies in developing nations. [9]

In Africa, the New Partnership for Africa's Development (NEPAD) has launched an " e-school program" with the ambitious goal of providing computer equipment, learning materials, and internet access to all 600,000 primary and high schools within a decade. [10] Another notable initiative, nabuur.com, [11] supported by former US President Bill Clinton, utilises the internet to facilitate cooperation among individuals on social development issues.

India is also making advancements in educational technology by implementing initiatives that deliver learning materials directly to students. In 2004, the Indian Space Research Organisation launched EDUSAT, a communications satellite that provides cost-effective access to educational materials, reaching a larger portion of the country's population. [12]

Educational tech (EdTech), encompasses information and communication technology (ICT) and has the potential to address various challenges, such as the absence of teachers, by providing improved lessons, teacher training, and student motivation. In recent years, the cost of educational technology has significantly decreased, making it more accessible even in economically disadvantaged countries. Tablets, for example, can now be purchased for as low as $28, and India offers the most affordable data plans worldwide. This affordability has given rise to new ventures like ExtraClass, which aims to provide affordable education to 260 million children.

Effects of Technology on Education

The role of innovation in education is crucial for ensuring equal access to essential tools that can have a significant impact on the lives of both educators and students. To develop effective strategies that cater to the specific needs of a developing society, several important themes can be identified. One such theme is the necessity to provide students with access to appropriate learning materials, particularly in their native languages, as this facilitates better comprehension of subjects. In this context, it is essential for education to adopt a humanistic approach, particularly in light of the increasing prominence of digital technologies. [7]

An example of the application of innovative technology in education is the implementation of an AI-based tutoring system at an entry-level IT school in Pensacola by the U.S. Navy. This system incorporates a human tutor who closely monitors the progress of the students and provides individual assessments. According to the Navy, students who utilised the digital tutoring system consistently achieved higher test scores compared to those who did not use the digital tutor. The adaptive nature of the technology appears to have a positive impact on students, as it can assist individuals with diverse learning styles and better equip them to learn independently. [13]

Controversy

Technologies are being developed to address different challenges in topics such as education, health and global poverty, but there are cases in which this is not working or the results achieved are far away from the expectations. Kentaro Toyama, in his book Geek Heresy mentions examples in which this happen. He highlights the cases of computers in Bangalore that are locked away because teachers don't know what to do with them and mobile phone apps meant to spread hygiene practices and fail to improve health in Africa. [14] Moreover, these past decades there have been huge improvements in technology which have done little to reduce rising poverty and inequalities, even in developed countries like United States. In addition to this, an interesting example is the one found by the economist Ana Santiago and her colleagues at the Inter-American Development Bank which conclude no educational advantage in a One Laptop per Child program in Peru. [15] Another team of researchers found similar results in Uruguay, and concluded: "Our findings confirm that the technology alone cannot impact learning".

Related Research Articles

The digital divide is the unequal access to digital technology, including smartphones, tablets, laptops, and the internet. The digital divide worsens inequality around access to information and resources. In the Information Age, people without access to the Internet and other technology are at a disadvantage, for they are unable or less able to connect with others, find and apply for jobs, shop, and learn.

Educational software is a term used for any computer software that is made for an educational purpose. It encompasses different ranges from language learning software to classroom management software to reference software. The purpose of all this software is to make some part of education more effective and efficient.

The global digital divide describes global disparities, primarily between developed and developing countries, in regards to access to computing and information resources such as the Internet and the opportunities derived from such access.

<span class="mw-page-title-main">Information and communications technology</span> Extensional term for information technology

Information and communications technology (ICT) is an extensional term for information technology (IT) that stresses the role of unified communications and the integration of telecommunications and computers, as well as necessary enterprise software, middleware, storage and audiovisual, that enable users to access, store, transmit, understand and manipulate information.

M-learning, or mobile learning, is a form of distance education where learners use portable devices such as mobile phones to learn anywhere and anytime. The portability that mobile devices provide allows for learning anywhere, hence the term "mobile" in "mobile learning." M-learning devices include computers, MP3 players, mobile phones, and tablets. M-learning can be an important part of informal learning.

Educational technology is the combined use of computer hardware, software, and educational theory and practice to facilitate learning. When referred to with its abbreviation, "EdTech", it often refers to the industry of companies that create educational technology. In EdTech Inc.: Selling, Automating and Globalizing Higher Education in the Digital Age, Tanner Mirrlees and Shahid Alvi (2019) argue "EdTech is no exception to industry ownership and market rules" and "define the EdTech industries as all the privately owned companies currently involved in the financing, production and distribution of commercial hardware, software, cultural goods, services and platforms for the educational market with the goal of turning a profit. Many of these companies are US-based and rapidly expanding into educational markets across North America, and increasingly growing all over the world."

Technology integration is defined as the use of technology to enhance and support the educational environment. Technology integration in the classroom can also support classroom instruction by creating opportunities for students to complete assignments on the computer rather than with normal pencil and paper. In a larger sense, technology integration can also refer to the use of an integration platform and application programming interface (API) in the management of a school, to integrate disparate SaaS applications, databases, and programs used by an educational institution so that their data can be shared in real-time across all systems on campus, thus supporting students' education by improving data quality and access for faculty and staff.

"Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting... Effective technology integration is achieved when students can select technology tools to help them obtain information on time, analyze and synthesize it, and present it professionally to an authentic audience. Technology should become an integral part of how the classroom functions—as accessible as all other classroom tools. The focus in each lesson or unit is the curriculum outcome, not the technology."

<span class="mw-page-title-main">Education in South Africa</span>

Education in South Africa is governed by two national departments, namely the Department of Basic Education (DBE), which is responsible for primary and secondary schools, and the Department of Higher Education and Training (DHET), which is responsible for tertiary education and vocational training. Prior to 2009, both departments were represented in a single Department of Education. Among sub-Saharan African countries, South Africa has one of the highest literacy rates. According to The World Factbook - Central Intelligence Agency as of 2019, 95% of the population aged from 15 and over can read and write in South Africa were respectively literate.

<span class="mw-page-title-main">Digital literacy</span> Competency in using digital technology

Digital literacy is an individual's ability to find, evaluate, and communicate information using typing or digital media platforms. It is a combination of both technical and cognitive abilities in using information and communication technologies to create, evaluate, and share information.

In the context of education, one-to-one computing refers to academic institutions, such as schools or colleges, that allow each enrolled student to use an electronic device in order to access the Internet, digital course materials, and digital textbooks. The concept has been actively explored and sporadically implemented since the late 1990s. One-to-one computing used to be contrasted with a policy of "bring your own device" (BYOD), which encourages or requires students to use their own laptops, smartphones or other electronic devices in class. The distinction between BYOD and school-issued devices became blurred when many schools started recommending devices for parents to buy. The term 1:1 computing in education is now redefined to a situation where students have access to a device per individual that is used in the teaching as a tool for learning. Historically, the programs have centered around the following devices:

<span class="mw-page-title-main">Mobile broadband</span> Marketing term

Mobile broadband is the marketing term for wireless Internet access via mobile (cell) networks. Access to the network can be made through a portable modem, wireless modem, or a tablet/smartphone or other mobile device. The first wireless Internet access became available in 1991 as part of the second generation (2G) of mobile phone technology. Higher speeds became available in 2001 and 2006 as part of the third (3G) and fourth (4G) generations. In 2011, 90% of the world's population lived in areas with 2G coverage, while 45% lived in areas with 2G and 3G coverage. Mobile broadband uses the spectrum of 225 MHz to 3700 MHz.

The Ceibal is a Uruguayan initiative to implement the "One laptop per child" model to introduce Information and Communication Technologies (ICT) in primary education and secondary schools.

<span class="mw-page-title-main">Open education</span> Educational movement

Open education is an educational movement founded on openness, with connections to other educational movements such as critical pedagogy, and with an educational stance which favours widening participation and inclusiveness in society. Open education broadens access to the learning and training traditionally offered through formal education systems and is typically offered through online and distance education. The qualifier "open" refers to the elimination of barriers that can preclude both opportunities and recognition for participation in institution-based learning. One aspect of openness or "opening up" education is the development and adoption of open educational resources in support of open educational practices.

Open Learning Exchange Nepal is a non-government social organization working to increase access to education through the integration of technology. Founded in 2007, the organization aims to increase the quality of education through the creation of open-source digital learning activities combined with teacher training.

The Broadband Commission for Sustainable Development was established in May 2010 as a joint initiative by the International Telecommunication Union (ITU) and the United Nations Educational, Scientific and Cultural Organization (UNESCO) to promote Internet access, in particular, broadband networks in order to help achieve United Nations development goals, such as the Millennium Development Goals. The Commission was renamed the Broadband Commission for Sustainable Development, following the adoption of the UN's Sustainable Development Goals in September 2015.

The use of new media in Ghana like elsewhere is growing. The Information and Communications Technologies (ICT) sector, which is based on a free market approach, has promoted new media use. Most popular aspects of new media to Ghanaians is the Internet, and its associated mobile and desktop applications for education, health, politics, business, publishing, governance and so on. Also popular is the use of mobile devices like smartphones and tablets and computers.

Mobiles for development (M4D), a more specific iteration of Information and Communication Technologies for Development (ICT4D), refers to the use of mobile technologies in global development strategies. Focusing on the fields of international and socioeconomic development and human rights, M4D relies on the theory that increased access to mobile devices acts as an integral cornerstone in the promotion of overall societal development.

Educational technology in sub-Saharan Africa refers to the promotion, development and use of information and communication technologies (ICT), m-learning, media, and other technological tools to improve aspects of education in sub-Saharan Africa. Since the 1960s, various information and communication technologies have aroused strong interest in sub-Saharan Africa as a way of increasing access to education, and enhancing its quality and fairness.

<span class="mw-page-title-main">Digital media in education</span> Overview of ICT in education

Digital Media in education is measured by a person's ability to access, analyze, evaluate, and produce media content and communication in a variety of forms. These media may involve incorporating multiple digital softwares, devices, and platforms as a tool for learning. The use of digital media in education is growing rapidly in today's age, competing with books for the leading form of communication. This form of education is slowly combating the traditional forms of education that have been around for a long time. With the introduction of virtual education, there has been a need for more incorporation of new digital platforms in online classrooms.

References

  1. ↑ Trends in Telecommunication Reform: Transnational Aspects of Regulation in a Networked Society. ITU. 2013.
  2. ↑ The world in 2014: Fact and Figures. ITU. 2013.
  3. ↑ Trends in Telecommunication Reform, Special Edition: Fourth-generation regulation=ITU. 2014.
  4. ↑ Cohen, J.; Schmidt, E. (2013). The New Digital Age: Reshaping the Future of People, Nations and Business . New York, Knopf. ISBN   9780307957139.
  5. ↑ Hart, A.D.; Hart, Frejd S. (2013). The Digital Invasion: How Technology Is Shaping You and Your Relationships. Baker Books.
  6. ↑ Prensky, M. (2001). "Digital Natives, Digital Immigrants". On the Horizon. 9 (5).
  7. 1 2 Rethinking Education: Towards a global common good? (PDF). UNESCO. 2015. pp. 27–28. ISBN   978-92-3-100088-1.
  8. ↑ "SAGE Journals: Your gateway to world-class journal research". doi:10.1177/0270467616644383. S2CID   147481824.{{cite journal}}: Cite journal requires |journal= (help)
  9. ↑ Katherin, Marton (1992). "New technologies and developing countries: Prospects and potential" (PDF). econstor.eu.
  10. ↑ "African nations embrace e-learning, says new report". PC Advisor. 16 October 2012. Retrieved 2012-10-24.
  11. ↑ "nabuur.com". nabuur.com tgnilqs,;dkwiuvf34crv. Archived from the original on 2002-10-11. Retrieved 2013-10-03.
  12. ↑ "EDUSAT". ISRO. Archived from the original on 2012-12-27. Retrieved 2013-01-01.
  13. ↑ "Here's how technology is shaping the future of education". Business Insider. Retrieved 2018-11-11.
  14. ↑ Toyama, Kentaro (26 May 2015). Geek Heresy: Rescuing Social Change from the Cult of Technology (1st ed.). New York: PublicAffairs. ISBN   979-8200007240.
  15. ↑ Cristia, Julían; Cueto, Santiago; Ibarrarán, Pablo; Santiago, Ana; Severín, Eugenio (28 February 2013). "One Laptop per Child in Peru: Findings and the Road Forward". Inter-American Development Bank (in European Spanish). Inter-American Development Bank. Retrieved 30 May 2023.

Definition of Free Cultural Works logo notext.svg  This article incorporates text from a free content work. Licensed under CC-BY-SA IGO 3.0( license statement/permission ). Text taken from Rethinking Education: Towards a global common good?​ , 27–28, UNESCO. UNESCO.

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