Global Education Monitoring Report 2023: Technology in education: A tool on whose terms? 论文

摘要

The adoption of digital technology has resulted in many changes in education
\nand learning, yet it is debatable whether technology has transformed education
\nas many claim. The application of digital technology varies by community and
\nsocioeconomic level, by teacher willingness and preparedness, by education level
\nand by country income. Except in the most technologically advanced countries,
\ncomputers and devices are not used in classrooms on a large scale. Moreover,
\nevidence is mixed on its impact. The short- and long-term costs of using digital
\ntechnology appear to be significantly underestimated. The most disadvantaged
\nare typically denied the opportunity to benefit.
\nIn asking ‘A tool on whose terms?’, the Report shows that regulations
\nfor technology set outside of the education sector will not necessarily
\naddress education’s needs. It is released along with a #TechOnOurTerms
\ncampaign, calling for decisions about technology in education to
\nprioritize learner needs after assessment of whether its application
\nwould be appropriate, equitable, evidence-based and sustainable.
\nIt provides a compass for policy makers to use when making these
\ndecisions. Those in decision-making positions are asked to look down
\nat where they are, to see if technology is appropriate for their context,
\nand learning needs. They are asked to look back at those left behind, to make
\nsure they are focusing on the marginalized. They are reminded to look up at whether
\nthey have evidence on impact and enough information on the full cost needed to make
\ninformed decisions. And, finally they are asked to look forwards, to make sure their
\nplans fit their vision for sustainable development.
\nThe report underscores the importance of learning to live both with and without digital
\ntechnology; to take what is needed from an abundance of information but ignore what
\nis not necessary; to let technology support, but never supplant, the human connection
\non which teaching and learning are based. The focus should be on learning outcomes,
\nnot digital inputs. To help improve learning, digital technology should be not a substitute
\nfor but a complement to face-to-face interaction with teachers.
\nSupporting the sixth Global Education Monitoring Report is a new series of country profiles
\non PEER, a policy dialogue resource describing policies and regulations related to
\ntechnology in the world’s education systems.