An ed-tech tragedy? Educational technologies

UNESCO
Pan-African Forum for the Culture of Peace
Public access to information is a key component of UNESCO’s commitment to transparency and its accountability.
Based on human rights and fundamental freedoms, the 2005 Convention ultimately provides a new framework for informed, transparent and
UNESCO’s e-Platform on intercultural dialogue is designed for organizations and individuals to learn from shared knowledge or experiences from infl
Established in 2002, the GEM Report is an editorially independent report, hosted and published by UNESCO.
To recovery and beyond: The report takes stock of the global progress on the adoption and implementation of legal guarantees on Access to Info
Addressing culture as a global public good
For almost 75 years, the UNESCO Courier has served as a platform for international debates on issues that concern the entire pla
Lifelong learning is key to overcoming global challenges and to achieving the Sustainable Development Goals.
Main UNESCO website
UNESCO Digital Library website.
The Value of water
Groundwater, making the invisible visible
UNESCO
Publication
The COVID-19 pandemic pushed education from schools to educational technologies at a pace and scale with no historical precedent. For hundreds of millions of students formal learning became fully dependent on technology – whether internet-connected digital devices, televisions or radios.
An Ed-Tech Tragedy? examines the numerous adverse and unintended consequences of the shift to ed-tech. It documents how technology-first solutions left a global majority of learners behind and details the many ways education was diminished even when technology was available and worked as intended.
In unpacking what went wrong, the publication extracts lessons and recommendations to ensure that technology facilitates, rather than subverts, efforts to ensure the universal provision of inclusive, equitable and human-centred public education.
An Ed-Tech Tragedy? borrows the structure of a theatrical play to document and analyse the impacts and repercussions of the pivot from school-based education to remote distance learning with technology.
details the ambition that often marked the initial transition from schools to ed-tech as the pandemic took hold.
explains the many ways the promises of ed-tech were challenged when technology was deployed globally as a primary solution to maintain education during widespread and prolonged school closures.
questions dominant narratives emerging from the technology-centric experiences of the pandemic period.
puts forward principles and recommendations to guide future efforts to leverage technology for education, while keeping schools and humans at the centre of teaching and learning
An Ed-Tech Tragedy? recounts this tumultuous period, documenting the actions and decisions taken by governments, schools and technology companies. The publication contrasts the promises of ed-tech with the realities of what ed-tech delivered as a response to school closures that impacted over 1.6 billion learners and stretched intermittently from the beginning of 2020 to the end of 2022. The evidence and analysis highlight trends observed across countries and zoom in on the specificities of local experiences, creating a global mosaic of what students, teachers and families experienced when connected technology was elevated as a singular portal to teaching and learning.

Aimed at general and specialist audiences alike, this publication shows how the abrupt and deep changes brought about by the recourse to remote digital learning during the pandemic continue to ripple through the education sector even as schools have fully reopened. It questions whether more and faster integration of technology is desirable for learners, teachers and schools and if ed-tech is, as it is often billed, a key ingredient of educational resilience.

source An ed-techindia An ed-techchina An ed-techusa An ed-tech
Canada An ed-techkuwait An ed-techAntigua and Barbuda
An ed-techArgentina An ed-techArmenia
An ed-tech
Australia
An ed-techAustria
An ed-techAustrian Empire*
Azerbaijan
An ed-techBaden*
Bahamas, The
An ed-techBahrain
An ed-techBangladesh
An ed-techBarbados
An ed-techBavaria*
An ed-techBelarus
An ed-techBelgium
An ed-techBelize
An ed-techBenin (Dahomey)
An ed-techBolivia
An ed-techBosnia and Herzegovina
An ed-techBotswana
An ed-techBrazil
An ed-techBrunei
An ed-techBrunswick and Lüneburg*
An ed-techBulgaria
An ed-techBurkina Faso
An ed-techBurma
An ed-techBurundi
An ed-techCabo Verde
An ed-techCambodia
An ed-techCameroon
An ed-techCanada
An ed-techCayman Islands, The
An ed-techCentral African Republic
An ed-techCentral American Federation*
An ed-techChad
An ed-techChile
An ed-techChina
China
An ed-techColombia
An ed-techComoros
An ed-techCongo Free State, The*
An ed-techCosta Rica
An ed-techCote d’Ivoire
An ed-techCroatia
An ed-techCuba
An ed-techCyprus
An ed-techCzechia
An ed-techCzechoslovakia*
An ed-techDemocratic Republic of the Congo
An ed-techDenmark
An ed-techDjibouti
An ed-techDominica
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An ed-techEast Germany German Democratic Republic*
An ed-techEcuador
An ed-techEgypt
An ed-techEl Salvador
An ed-techEquatorial Guinea
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An ed-techFederal Government of Germany *
An ed-techFiji
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An ed-techindia An ed-techchina An ed-techusa An ed-tech
Canada An ed-techkuwait An ed-techAntigua and Barbuda
An ed-techArgentina An ed-techArmenia
An ed-tech
Australia
An ed-techAustria
An ed-techAustrian Empire*
Azerbaijan
An ed-techBaden*
Bahamas, The
An ed-techBahrain
An ed-techBangladesh
An ed-techBarbados
An ed-techBavaria*
An ed-techBelarus
An ed-techBelgium
An ed-techBelize
An ed-techBenin (Dahomey)
An ed-techBolivia
An ed-techBosnia and Herzegovina
An ed-techBotswana
An ed-techBrazil
An ed-techBrunei
An ed-techBrunswick and Lüneburg*
An ed-techBulgaria
An ed-techBurkina Faso (Upper Volta)
An ed-techBurma
An ed-techBurundi
An ed-techCabo Verde
An ed-techCambodia
An ed-techCameroon
An ed-techCanada
An ed-techCayman Islands, The
An ed-techCentral African Republic
An ed-techCentral American Federation*
An ed-techChad
An ed-techChile
An ed-techChina
China
An ed-techColombia
An ed-techComoros
An ed-techCongo Free State, The*
An ed-techCosta Rica
An ed-techCote d’Ivoire
An ed-techCroatia
An ed-techCuba
An ed-techCyprus
An ed-techCzechia
An ed-techCzechoslovakia*
An ed-techDemocratic Republic of the Congo
An ed-techDenmark
An ed-techDjibouti
An ed-techDominica
An ed-techDominican Republic
An ed-techDuchy of Parma, The*
An ed-techEast Germany
An ed-techEcuador
An ed-techEgypt
An ed-techEl Salvador
An ed-techEquatorial Guinea
An ed-techEritrea
An ed-techEstonia
An ed-techEswatini
An ed-techEthiopia
An ed-techFederal Government of Germany *
An ed-techFiji
An ed-techFinland
UNESCO
Pan-African Forum for the Culture of Peace
Public access to information is a key component of UNESCO’s commitment to transparency and its accountability.
Based on human rights and fundamental freedoms, the 2005 Convention ultimately provides a new framework for informed, transparent and
UNESCO’s e-Platform on intercultural dialogue is designed for organizations and individuals to learn from shared knowledge or experiences from infl
Established in 2002, the GEM Report is an editorially independent report, hosted and published by UNESCO.
To recovery and beyond: The report takes stock of the global progress on the adoption and implementation of legal guarantees on Access to Info
Addressing culture as a global public good
For almost 75 years, the UNESCO Courier has served as a platform for international debates on issues that concern the entire pla
Lifelong learning is key to overcoming global challenges and to achieving the Sustainable Development Goals.
Main UNESCO website
UNESCO Digital Library website.
The Value of water
Groundwater, making the invisible visible
UNESCO
Publication
The COVID-19 pandemic pushed education from schools to educational technologies at a pace and scale with no historical precedent. For hundreds of millions of students formal learning became fully dependent on technology – whether internet-connected digital devices, televisions or radios.
An Ed-Tech Tragedy? examines the numerous adverse and unintended consequences of the shift to ed-tech. It documents how technology-first solutions left a global majority of learners behind and details the many ways education was diminished even when technology was available and worked as intended.
In unpacking what went wrong, the publication extracts lessons and recommendations to ensure that technology facilitates, rather than subverts, efforts to ensure the universal provision of inclusive, equitable and human-centred public education.
An Ed-Tech Tragedy? borrows the structure of a theatrical play to document and analyse the impacts and repercussions of the pivot from school-based education to remote distance learning with technology.
details the ambition that often marked the initial transition from schools to ed-tech as the pandemic took hold.
explains the many ways the promises of ed-tech were challenged when technology was deployed globally as a primary solution to maintain education during widespread and prolonged school closures.
questions dominant narratives emerging from the technology-centric experiences of the pandemic period.
puts forward principles and recommendations to guide future efforts to leverage technology for education, while keeping schools and humans at the centre of teaching and learning
An Ed-Tech Tragedy? recounts this tumultuous period, documenting the actions and decisions taken by governments, schools and technology companies. The publication contrasts the promises of ed-tech with the realities of what ed-tech delivered as a response to school closures that impacted over 1.6 billion learners and stretched intermittently from the beginning of 2020 to the end of 2022. The evidence and analysis highlight trends observed across countries and zoom in on the specificities of local experiences, creating a global mosaic of what students, teachers and families experienced when connected technology was elevated as a singular portal to teaching and learning.

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