ICT and its Impacts on Education

What are ICT in Education, and its Impacts on Education?

• ICTs are the educational innovation of the moment and allow teachers and students decisive changes in the daily work of the classroom and in their teaching-learning process. … These technologies allow us to enter a new world full of information that is easily accessible to teachers and students.
• ICTs promote the active and participatory attitude of students, who are involved in learning and stand as the protagonist of it. The possibility of exchanging experiences with colleagues, teachers and students of their age from other centers is very enriching.
• What are the tools of ICTs in education?

• ICT is the acronym for Information and Communication Technologies, so therefore, we could say that ICT tools encompass that set of technologies that have been developed to handle information and communicate it from one place to another.
• How did ICT emerge in education?
• The concept of ICT emerges as the technological convergence of electronics, software and telecommunications infrastructures. … ICTs became widespread at the end of the ’70s and early’ 80s, and from that moment on, it is seen in them, a great potential in the educational field.
• What are ICT and 5 examples?

• It covers all kinds of devices through which information and communication networks operate. For example: computers, tablets, cell phones, audio and video devices, televisions, game consoles, etc.
• As the main United Nations Organization for education, UNESCO guides international efforts with a view to helping countries understand the role that this technology can play in accelerating progress towards Sustainable Development Goal 4 (link is external) (SDG4), a vision embodied in the Qingdao Declaration.
• UNESCO shares knowledge regarding the various ways in which technology can facilitate universal access to education, reduce learning gaps, support teacher development, improve the quality and relevance of learning, enhance integration and improve the management and administration of education.
• The Organization scans the world for successful examples of the application of ICT to pedagogical work – whether in low-income primary schools, universities in high-income countries or vocational training centers – with a view to developing policies and guidelines.

• Through capacity-building activities, technical advice, publications, research and international conferences such as the International Conference on Artificial Intelligence in Education or Mobile Learning Week, UNESCO helps governments and other stakeholders to use technologies to promote learning Keep reading.
• The massive disruption to learning brought on by the COVID-19 pandemic revealed the fragility and unpreparedness of today’s education systems around the world. As schools and universities closed their doors, millions of learners were suddenly excluded from education due to the glaring digital divide. Connectivity then became a key factor in guaranteeing the right to education.
• About half of the world’s population (approximately 36 billion people) still does not have an Internet connection. At least 463 million students, that is, about a third of the world’s students, cannot access distance learning, mainly due to the lack of online learning policies or the lack of devices necessary for them to be able to connect from their homes. Most of the students do not have connectivity, nor do they have the necessary digital devices and capabilities to use them, and they are unable to use the pedagogical content that depends on the technologies.

• During the UNESCO Global Meeting on Education in October 2020, governments and the international community identified five priorities for urgent action, notably supporting all teachers as front line workers, investing in skills and reducing the digital divide. Strengthening digital learning and skills has the potential to increase the reach and relevance of education systems and to improve employment prospects for young people in our rapidly evolving digital economies.
• For this reason, the United Nations is leading a new global initiative on digital learning and skills, focusing on marginalized children and young people with the aim of reducing the digital divide and bringing about rapid changes in education systems. Building on alliances between the countries of the E9 group, which brings together Bangladesh, Brazil, China, Egypt, India, Indonesia, Mexico, Nigeria and Pakistan, the initiative provides the opportunity to collaborate and achieve progress in digital learning and skills. UNESCO and its Global Coalition for Education, UNICEF and Generation Unlimited support this initiative.
• Focus on the most populous countries in the world
• The E9 group of countries, representing more than half the world’s population and some of the largest education systems on the planet, can reinforce political will and collective effort to ensure quality education and accelerate progress towards education. For Achievement of SDG 4 so This requires a specific approach: the E9 countries provide a starting springboard to accelerate progress on digital learning and skills in the immediate, and in the long run in relation to the SDG 4 agenda during this Decade of actions until 2030. These are some of the reasons for the above:
• These countries are among the most populous in the world (4.1 billion out of 7.8 billion) with a significant number of young people (1.6 billion by 2030) and with a high potential demographic dividend in low- and middle-income countries.
• Education systems are among the most important in the world, representing 51.6% of all students in the world at all levels. Most countries have federal and decentralized education systems for the provision of education, and have diverse and complex governance and funding structures.
• They have an established history of cooperation under the E9 alliance, including in the field of ICT.
• They have a supportive ecosystem that engages governments, the private sector, youth and other key partners who have the potential to engage in a renewed social compact that supports digital learning and skills and livelihoods.
• Most learners in these nine countries continue to face full or partial learning disabilities, and 11.3 million of these are at risk of not returning to school. How these countries manage the transition phase to recovery by building resilience and reinventing education is essential for global progress and development, as well as efforts to ensure that no one is left behind.
• Success and lessons learned from highly populated countries will give greater visibility and provide a blueprint for accelerating progress in many countries throughout the world.
• Their position in global forums on education and international cooperation, as well as their alignment with this initiative in relation to the priorities of the G7 and G 20, will ensure that the lessons learned are conducive to a process of mutual enrichment and can be widely shared.
• A global initiative to lead educational change
• Through global action plans, peer learning and mobilization of the global coalition of partners, the initiative will be able to focus on:
• Expand access to digital learning solutions that develop the range of competencies for children and young people and ensure that teachers, parents and aides can provide the necessary scaffolding for children to learn.
• Connect schools, all children and all young people to the Internet.
• Provide children and youth with a range of devices (mobiles, laptops, desktop computers) to access learning.
• Ensure that students, teachers and schools have access to content and data.
• Invest in teacher training and adapt innovative practices to ensure digital learning.
• Address the barriers girls and young women face in terms of digital access, including social norms, security, online confidentiality, skills and leadership to bridge the digital divide between the sexes.
• Invest in recycling and training young people for the proper functioning of schools and guaranteeing the transition to professional life.
• Encourage young people to realize their digital learning aspirations and ensure its relevance, protect privacy and promote safety.
• The goal is ambitious: bridging the digital divide means connecting every child and young person – close to 3.5 billion by 2030 – to digital solutions capable of providing personalized and relevant learning.
• On April 6, 2021, UNESCO and the Government of Bangladesh convened a consultation with the education ministers of the E9 countries to highlight achievements, share lessons learned, and explore possibilities for collaboration and harmonization with a view to develop learning and digital skills. A market segment for public-private partnerships will present local and global solutions and opportunities for digital learning. The meeting will highlight the participation of the United Nations Deputy Secretary-General, UNESCO, UNICEF, Generation Unlimited, the Malala Fund, the World Bank and other stakeholders, including partners from the Global Coalition for Education.