UNESCO just recently published its latest Global Education Monitoring Report 2023, entitled «Technology in education: a tool on whose terms?» It addresses the importance of integrating digital technologies within education, while highlighting the challenges and inequalities associated with it, and emphasizing the need for effective governance to maximize the benefits of technology in education.
The GEM report’s main ideas
This text highlights the following main ideas:
- The importance of integrating digital technologies in education: there is a need for educational systems to prioritize the adoption of digital technologies to enhance the educational experience rather than replace it. The use of technology can increase the attractivity and cost-effectiveness of education while being beneficial for marginalized learners.
- The development of digital skills: they evolve in parallel with technological advances, but their distribution around the world is uneven. It puts the accent on disparities in digital skills across different regions and socio-economic groups.
- The training of teachers: they are also affected by technological developments, but their adoption is hampered by various obstacles. Educational systems need to make emphasis on developing teacher’s technology-related professional skills.
- The benefits of technology in education: using technology within education helps creating and adapting educational content, recording lectures, enhancing learning through interactions and varied visual representations, as well as communication with parents.
- The inclusion and access to education: inclusive technologies are touted as a way to provide education to hard-to-reach learners, including those with disabilities. Technologies also played a crucial role during the COVID-19 pandemic but left many people behind. Reducing inequalities in access to the internet is essential for the realization of economic, social and cultural rights.
- The cost and risks of technology in education: The governance of educational technology is fragmented and the participation and participation in decision-making processes is often very restricted. Attention has to be paid to conflicts of commercial interest of the private sector with the objectives of equity, quality, and efficiency of public authorities.
Takeaway for Policy Makers: benchmarks
The 2023 GEM Report offers four benchmarks for policymakers to help guide them: first of all educational technologies should strengthen education systems and be aligned with defined goals. Although the use of technologies may promote access to the curriculum for some students and accelerate certain learning outcomes, the digitalization of education also risks benefiting already privileged learners and marginalizing even more other students, thus widening learning inequalities. Secondly, adapting educational technologies to different scales. Thirdly, policy makers should make sure this use of technology encourages sustainable educational futures. And finally, ensuring digital technologies are not viewed as a short-term project. They must be harnessed for lasting benefits, instead of being guided by narrow economic concerns and special interests.
In conclusion
In conclusion, the GEM Report asserts that educational systems should always place a high priority on embracing learners and advocating for the integration of digital technologies to enhance the educational experience rather than attempting to supplant it. The report delves into various approaches by which technology can be advantageous for marginalized learners, all while rendering knowledge more appealing and cost-efficient for a broader audience. It places its focus on enhancing the quality of instruction in fundamental skills and fostering the development of indispensable digital skills for everyday life. Furthermore, it acknowledges the pivotal role of technology in the administration of the education system, particularly concerning the evaluation of data and other pertinent information related to educational governance.
It is safe to say we are lacking substantial and unbiased data regarding the effects of educational technology. A substantial portion of the available evidence is generated by those with a vested interest in promoting educational technology. Pearson, for instance, funded its own studies to counter independent analyses indicating that its products had no discernible impact.
Moreover, the pace of technological advancements surpasses our ability to assess them adequately, with educational technology products undergoing changes approximately every 3 years, on average.
Allison Mc Neese
OIDel 