Technology Background Education – Ennenifer Gonzalez, founder of Podcast and a “Pedagogy Cult” website, said the thought of education technology should exceed the class to cover school operations and even solve the community problem.
Technological literacy has become an increasingly important part of the preparation of students for academic success in both 12 and college, but they are changing-and so is society-if its applications are in the classroom.
Technology Background Education
During the webinar on Tuesday, hosted by Verizon and Digital Promise, Ennenifer Gonzalez, a former educator and founder of cultural publication Cult of Education, said the technology awareness and how it works a key part of the equation when it comes to imagination. But armed with that knowledge, she said, teachers and administrators can get away from using technology tools to “do what they have always done” and “do things that were never possible.” As an example, she pointed out that the marketing department can use AI to craft narrative to make its business on social networks more attractive for potential students and philanthropes.
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With regard to cases of out-of-curriculum use, Gonzalez said new technologies can help projects such as data research and analytics, identification of areas where more resources and community support are needed to achieve new initiatives.
“We can ask ourselves and our students, what is all this work and how our creativity does-the whole result of [ai] innovation-actually affects our communities and the world around us?” She said.
Gonzalez said that in the hands of well-passed digital generations, new AI-led technologies and platforms can help students contribute to solving real problems in their schools and communities, which can make them better problems with problems. While she has not mentioned specific schools, she said some teachers are already encouraging students in a digital-Michin language in both the 12 and a higher one to do so.
“[One school] used the tool to create Spanish, Romanian, Urdu and Mandarin videos to teach parents how to find cards for internet students. What helps the right people help the right people,” she said. “If you have your students to write an essay of being an essay, you can turn into infographic [using content creation tools] that is divided somewhere.” Technology has changed our increasingly interconnected world. The use of technology in education has been growing in recent years and has noted a huge expansion during the COVID-19 pandemic, as school closures have promoted mass reversals for online platforms. Technology in education – often described as one – has many forms. It may include, among other factors, the use of devices such as pills, smartphones and laptops in the classroom; Use of learning and homework software; Use of games and platforms; virtual reality; Face-to-face mixed activities and mediated computer; Distance learning; Artificial intelligence; Massive open internet courses (MOOC); Learning machines; Writing learning through teacher pills; and video monitoring of classes.
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Technology can offer potential for expanding quality education and can support the realization of the right to education. But it also causes a series of disturbing questions from the perspective of ethical and human rights. Who has our data, whether we can significantly agree on the use of educational technology and why and how it is used to add to an educational experience should be issues that lead to our acceptance and knowledge of the use of technology in education.
It is essential to develop and use EDTech in accordance with human rights and the goals of education in their essence of human rights and that legal and political frameworks have been developed to protect the rights of students and teachers.
Digital technology had a significant presence in education before 2020, with increased use of devices, applications, games and virtual reality. Following the Covid-19 pandemic, the closure of mass schools at each continent led to the rapid introduction of education technology in different educational settings. While EDTEH played an important role at this time-and allowed some students to continue their education while facing face to face was not possible-the speed of adoption led to a series of development from a human rights perspective.
Six months in the Kovid-19 pandemic, the time spent by children on education applications worldwide increased by 90%. An analysis led by Human Rights Watch revealed that “edteh” companies faced unprecedented demand for their products during the pandemic. Google Classroom, a Google Teacher communication platform, announced that the pandemic had almost mentioned its users. This explosive demand has also generated record revenue and profit for many EDTech providers.
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We live in the world of advanced technology, and technology has the potential to improve our experiences, understanding and activities. In its report on the impact of digitalization on the right to education, the UN Special Rapporteur on the right to education finds a number of potential benefits of EDTECH, such as ‘improvement of acid and quality, implementing inclusive learning methodologies, which enhance students’ learning experiences, learning learning, lifetime for both formal and non-formal. “However, she goes on noting that when the benefits are impressive, they are not guaranteed and depend on the context in which they are deployed and the accompanying policies.
Despite the potential for positive benefits, the use of technology in education can lead to a series of potential breaches from ethical and human rights perspectives. The UN Special Rapporteur notes that many of the risks positioned are precisely contrary to potential benefits, such as added closure, rather than a stronger approach, standardization instead of potential personalization, greater stereotyping instead of intensified diversity and limited autonomy and freedom rather than creativity and participation. It also notes that technology in education can lead to attacks on freedom of opinion and expression and the right to privacy, the presence of advertising and marketing in schools and further marketing of education that is a serious danger to the right to quality education for all. There are also significant risks to data privacy and are covered below.
The potential for OneTech to exacerbate existing inequalities has appeared in recent years. UNICEF estimates that about two thirds of children in the world-about 1.3 billion-have no internet connection in their homes and there are major differences in access to devices such as computers, smartphones and tablets. Lack of access to digital education can push many children out of school, affect educational results, and can even cause extreme anxiety in children. In this sense, Edtech should be considered in terms of its risks of accessibility, the right to lack of discrimination and equality and the right to education.
Edtech creates a significant risk of quality education in terms of reducing the central role of teachers and the need for social interactions in education. To this end, the resolution of the Human Rights Council in 2023 emphasized that digital technologies should not be used to replace face-to-face learning. UNESCO has recognized the necessary nature of the physical space of the school, both with space and human relations between teachers and students who are central to progress in education.
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Finally, Edtech poses risks to the physical, cognitive and social development of children; And raises concerns about the protection of students from computer attacks, exploitation, abuse, harmful content that arises through the use of technologies in and through educational environments.
There are huge implications for using technology in educational settings, and legal frameworks are still not essential enough to manage risks. Human Rights Watch research in 150 technological products recommended by 49 most populated countries in the world during the pandemic have found a widespread child privacy violation, including secret monitoring without consent; Data harvest for personal details, posts and relationships; Tracking technologies that follow children outside their virtual classes; and send or grant access to third part companies, usually for advertising purposes. About 89% of the products used in data practices that either endanger the child have contributed to undermining, or actively disrupting them.
The rain scale of these fractures is a warning sign for the implications of unwanted and unregulated technology in the classroom. EDTECH is often used in education environments without the capacity of choice or significant consent for its use, especially when authorized by schools or governments. In addition, there is insufficient information and / or lack of information appropriate to the age related to the terms they use.
EDTech products often deal with the supervision and collection of significant amounts of data from students, which may include their physical locations, personal details, product and program use, academic performance, etc .; and storage, use or sales of these data for purposes that are not related to education. This is particularly disturbing when driven by financial motivations or political interests.
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