Global body calls for monitored use of technology in education

Over the years, benefits of technology in education have boosted the teaching and learning processes.

For instance, recent research conducted by Ungaya Sam, an educationist at the University of Nairobi for his Post-Graduate Diploma in Education certification finds that the use of technology in teaching and also learning biology in high school can improve performance.

According to his research, where there are sufficient technology resources, use of technology in biology instruction or teaching can simplify the abstract content and creates interest among students thereby enhancing performance in the subject.

At the same time, previous research has shown that administration processes, the official procedures of the school can be simplified by the means of technology.
School records, information about all students and teachers and other school employees can efficiently be maintained by means of the advanced technology.

But now the United Nations Educational, Scientific and Cultural Organisation (Unesco), teachers and researchers are warning that classroom technology, such as iPads, internet connection, laptops and social media could negatively impact education.

Distort social interactions

Among the critical demerits, include the deteriorating students’ competences of reading and writing, dehumanising educational environment, distorting social interactions between teachers and students and isolating individuals when using technology.

“Use of technology gadgets in the classroom can be stimulating, but it can also distract learning with pupils being carried away by information that is unrelated to the subject matter.

"At the same time, too much time on technology deprives young learners from reading time, as well as time to interact with others,” avers Bridgit Kaari, a Grade Three teacher in a private primary school in Kajiado County.

Kaari says there is need to balance between the use of technology and the actual learner-teacher instructions in our schools to limit the detrimental effects of technology in the institutions of learning.
The new global Unesco report on technology in education highlights the lack of appropriate governance and regulation.

“Use of education technology must be for enhanced learning experiences and for the well-being of students and teachers, not to their detriment. Keep the needs of the learner first and support teachers. Online connections are no substitute for human interaction,” observed Audrey Azoulay Unesco Director-General.

The report entitled Technology in education: A tool on whose terms? proposes questions that policy makers and educational stakeholders should reflect upon as technology is being deployed in education.
One, is whether the technology is suitable in certain types of learning.

The report cites evidence showing that learning benefits disappear if technology is used in excess or in the absence of a qualified teacher.

For example, distributing computers to students does not improve learning if teachers are not involved in the learning experience.

Smartphones in schools have also proven to be a distraction to learning, yet fewer than a quarter of countries ban their use in schools.

“We need to teach children to live both with and without technology, to take what they need from the abundance of information, but to ignore what is not necessary. We need to let technology support, but never supplant human interactions in teaching and learning,” observed Dr Manos Antoninis, a researcher and the Director of Global Education Monitoring (GEM) at Unesco.

Second, is whether the use of technology advances equity. The report cites the use of online education during the Covid-19 lockdown that left billions of children in rural areas without education, while their urban continued with their classes.

Curriculum on AI

In Kenya and other developing classes, millions of learners went without lessons — highlighting the technology gaps in rural and urban set-ups. Right to education was also a point of discussions.

Thirdly, the issue of sustainability crops up, with the report indicating that only 11 of the 51 countries surveyed have a curriculum on Artificial Intelligence (AI), which is now considered a need in learning and teaching processes.

The report further noted that teachers also need appropriate training yet only half of countries currently have standards for developing their ICT skills.

Few teacher-training programmes cover cyber security even though five per cent of ransom ware attacks target education.

Countries are urged to set their own terms for the way technology is designed and used in education so that it never replaces in-person, teacher-led instruction, and supports the shared objective of quality education for all.