1、2023GLOBAL EDUCATION MONITORING REPORTTechnology in education:A TOOL ON WHOSE TERMS?2023GLOBAL EDUCATION MONITORING REPORTTechnology in education:A TOOL ON WHOSE TERMS?ivThe Education 2030 Incheon Declaration and Framework for Action specifies that the mandate of the Global Education Monitoring Repo

2、rt is to be“the mechanism for monitoring and reporting on SDG 4 and on education in the other SDGs”with the responsibility to“report on the implementation of national and international strategies to help hold all relevant partners to account for their commitments as part of the overall SDG follow-up

3、 and review”.It is prepared by an independent team hosted by UNESCO.The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country,territory,city or area,or of i

4、ts authorities,or concerning the delimitation of its frontiers or boundaries.The Global Education Monitoring Report team is responsible for the choice and the presentation of the facts contained in this book and for the opinions expressed therein,which are not necessarily those of UNESCO and do not

5、commit the Organization.Overall responsibility for the views and opinions expressed in the Report is taken by its Director.This publication can be referenced as:UNESCO.2023.Global Education Monitoring Report 2023:Technology in education A tool on whose terms?Paris,UNESCO.UNESCO,2023 First edition Pu

6、blished in 2023 by the United Nations Educational,Scientific and Cultural Organization 7,Place de Fontenoy,75352 Paris 07 SP,FranceTypeset by UNESCO Graphic design by Optima Graphic Design Consultants Ltd Layout by Optima Graphic Design Consultants LtdPhotography caption:A student at the Kanata T-Yk

7、ua school in Manaus(Brazil)completes her training with the digital content available on the ProFuturo educational platform.Photo credit:Ismael Martnez Snchez-8308/ProFuturoISBN:978-92-3-100609-8https:/doi.org/10.54676/UZQV8501UNESCO is an Open Access publisher and all publications are made available

8、 on-line,free of charge through UNESCOs documentary repository.Any commercialization of its publications by UNESCO is for cost-recovery of nominal actual costs for printing or copying content on paper or CDs,and distribution.There is no profit motive.This publication is available in Open Access unde

9、r the Attribution-ShareAlike 3.0 IGO(CC-BY-SA 3.0 IGO)license(http:/creativecommons.org/licenses/by-sa/3.0/igo/).By using the content of this publication,the users accept to be bound by the terms of use of the UNESCO Open Access Repository(https:/www.unesco.org/en/open-access/cc-sa).Images marked wi

10、th an asterisk(*)do not fall under the https:/creativecommons.org/licenses/by-sa/3.0/igo/CC-BY-SA license and may not be used or reproduced without the prior permission of the copyright holders.The adoption of digital technology has resulted in many changes in education and learning,yet it is debata

11、ble whether technology has transformed education as many claim.The application of digital technology varies by community and socioeconomic level,by teacher willingness and preparedness,by education level and by country income.Except in the most technologically advanced countries,computers and device

12、s are not used in classrooms on a large scale.Moreover,evidence is mixed on its impact.The short-and long-term costs of using digital technology appear to be significantly underestimated.The most disadvantaged are typically denied the opportunity to benefit.In asking A tool on whose terms?,the Repor

13、t shows that regulations for technology set outside of the education sector will not necessarily address educations needs.It is released along with a#TechOnOurTerms campaign,calling for decisions about technology in education to prioritize learner needs after assessment of whether its application wo

14、uld be appropriate,equitable,evidence-based and sustainable.It provides a compass for policy makers to use when making these decisions.Those in decision-making positions are asked to look down at where they are,to see if technology is appropriate for their context,and learning needs.They are asked t

15、o look back at those left behind,to make sure they are focusing on the marginalized.They are reminded to look up at whether they have evidence on impact and enough information on the full cost needed to make informed decisions.And,finally they are asked to look forwards,to make sure their plans fit

16、their vision for sustainable development.The report underscores the importance of learning to live both with and without digital technology;to take what is needed from an abundance of information but ignore what is not necessary;to let technology support,but never supplant,the human connection on wh

17、ich teaching and learning are based.The focus should be on learning outcomes,not digital inputs.To help improve learning,digital technology should be not a substitute for but a complement to face-to-face interaction with teachers.Supporting the sixth Global Education Monitoring Report is a new serie

18、s of country profiles on PEER,a policy dialogue resource describing policies and regulations related to technology in the worlds education systems.Since wars begin in the minds of men and women,it is in the minds of men and women that the defenses of peace must be constructedCan technology solve the

19、 most important challenges in education?SHORT SUMMARYIt would cost USD 1 billion per day to maintain connectivity for education in poor countries2023 GLOBAL EDUCATION MONITORING REPORTvForewordDuring the COVID pandemic,distance-learning tools via the Internet but also via radio and television showed

20、 just how useful and necessary they could be.However,they also revealed their limits.Indeed,this period highlighted a deep-rooted tendency to see technological solutions as a universal tool,suitable for all situations,an inevitable form of progress.This confusion between the tool and the solution,be

21、tween the means and the end,is what this report invites us to address,by highlighting three paradoxes three popular misconceptions.Firstly,there is the promise of personalized learning.Very often,this powerful hope leads us to forget the fundamental social and human dimension that lies at the heart

22、of education.It is worth reiterating the obvious:no screen can ever replace the humanity of a teacher.As underlined in the UNESCO Futures of Education report,published in 2021,the relationship between teachers and technology must be one of complementarity never of substitutability.While technology p

23、romises easier access to education,the reality is that digital divides still exist,to the point of actually increasing educational inequalities which is the second paradox that this report highlights.During the pandemic,almost a third of pupils did not have effective access to distance learning unsu

24、rprisingly,since only 40%of primary schools worldwide currently have Internet access.Even if connectivity was universal,it would still be necessary to demonstrate,from a pedagogical point of view,that digital technology offers real added value in terms of effective learning,especially at a time when

25、 we are all becoming aware of the risks of excessive screen time.The last paradox,and by no means the least,is that,despite the desire to make education a global common good,the role of commercial and private interests in education continues to grow,with all the ambiguities that entails:to date,only

26、 one in seven countries legally guarantees the privacy of educational data.These three pitfalls can be avoided,which is why our report makes two strong recommendations that should serve as a compass.Firstly,it recommends that the best interests of pupils should systematically take precedence over an

27、y other consideration particularly commercial considerations.Secondly,it recommends that technology should be seen as a means,never an end.To make these recommendations reality,UNESCO is calling on its Member States to ensure the fair,equitable and safe development of educational technologies.This m

28、eans establishing appropriate normative frameworks and setting standards in terms of privacy,access to data,non-discrimination and screen time.It also means launching ambitious public action and international cooperation programmes,to support access to connectivity and open educational resources,and

29、 to train teachers on these new and constantly evolving issues.The conclusions of this report are therefore a starting point to build on,in particular by identifying teaching methods that really work remotely and by continuing research on these subjects to inform public action.Always with the same g

30、oal in mind:ensuring that technology serves education,not the other way round.Audrey Azoulay Director-General of UNESCO2023 GLOBAL EDUCATION MONITORING REPORTviiForewordEducation and technological innovation are intrinsically interlinked.New ideas lead to digital transformation,which feeds back in t

31、urn to help us improve education systems.Together,education and technology can lead to holistic system level quality improvement and greater equity.Before becoming Minister,my education led me to work with multiple technologies to develop prosthetic sockets for amputees,a system that enables people

32、to walk with greater comfort;to walk to school and on through life.My role then as both Minister of Basic and Senior Secondary Education and as Chief Innovation Officer for the Government of Sierra Leone continued to draw on this link and the benefits that can come from imagining technology as an en

33、abler.This report highlights the extent to which the relationship between education and technology is delicate,however,in particular digital technology.Understanding when and how to use and not to use technology to serve our educational objectives is becoming a critical skill for 21st century educat

34、ion leaders.There are multiple benefits,for instance,that come from handling the data generated by education systems and using it to improve the effectiveness and efficiency of our education systems to cater for the education needs of all children.In Sierra Leone,we understand this.Data brought by t

35、echnology can give us a picture of the health of our education system,just as it can help us make sure that the learning journeys of each and every child is on the right path.Our push for radical inclusion is not only fuelled by,but depends upon data.We count everyone so that no-one is left out.Our

36、EdTech strategy is firmly synchronized with our long-term vision of delivering inclusive,quality education for all learners and teachers.When it works well,the data we generate in our education system is the best guide for the policies we need to implement to make things better.This is true for poli

37、cy makers as it is for teachers,school directors,teachers,parents and communities.Our leaders in primary schools are now prepared to use tablets to collect and apply dynamic data to manage their schools;to oversee teacher registration,student enrolment and attendance.There are benefits in speed and

38、efficiency.Building systems based on unique student and school identifiers as we have done since 2018.Our digitized annual school census can flag up an issue far faster than many physical inspection visits could do-albeit we need both.Problem areas such as inequality in school and inefficient resour

39、ce distribution can also be prevented if we can visualize it.This report reminds us that the use of geospatial data does just that.It remains nascent in low-and lower-middle-income countries,even though it is needed there the most.In Sierra Leone,we are looking at ways of maximizing these innovation

40、s with a GIS tool that considers new school locations based on poverty,population and flood risk data.It identifies where we have blind spots;where we could improve;and where we could learn from.Efficiency benefits can also come in some instances from technologys ability to roll out policy reforms f

41、ar and fast.Increasingly,this report documents,countries are buying into the undeniable advantages that come from using technology for teacher professional development,for instance.This breaks down barriers related to location or time;it is cost-effective,fosters teacher-to-teacher collaboration and

42、 improves teaching practices.In Sierra Leone,we combine audio,visual and digital resources with printed workbooks to enhance teacher training and bring excitement around technologys potential into pedagogy from the start.But this report also shows that seamlessly moving to a new tech-savvy system of

43、 management is not always easy or cheap.Perhaps unsurprisingly,there is a gap between the expected benefits of technology on education management and their realization.Seemingly trivial issues such as maintenance and repair of infrastructure can be ignored or underestimated.Sometimes the very object

44、ive of improving learning is forgotten when learning analytics are designed.We may forget to account for our capacity and resources.viiiBuilding systems informed by data that use dashboards,charts and tables also assumes an ability to absorb this level of change,including strong school leaders and c

45、onfident teachers who are willing to innovate.It requires a broad range of people who are data literate,which is far from the case in many contexts.The one thing around which we all unite is that there are so many tools,so many players,different operating systems and so much conflicting research on

46、what works it can make you dizzy.I am therefore pleased to see the collaboration with partners such as the EdTech Hub in this report,bringing together strong parties whose daily work is about the importance of evidence for decision-making.As Chair of the Advisory Board for the GEM Report,I urge all

47、policy makers to read this report carefully and to compare your PEER country profile against others.Most of all,as the spread of technology,especially generative AI,continues to seep into our sector,I encourage everyone to apply its recommendations.There are too many risks of not doing so.For us to

48、be tech-savvy,we must be savvy about the education systems we want to create.I support the#TechOnOurTerms campaign.Our SDG 4 terms are non-negotiable.Dr David Moinina Sengeh Chief Minister,Sierra Leone Chair of the GEM Report Advisory Board2023 GLOBAL EDUCATION MONITORING REPORTixAcknowledgementsThi

49、s report would not have been possible without the valuable contributions of numerous people and institutions.The Global Education Monitoring Report(GEM Report)team would like to acknowledge their support and thank them for their time and effort.The GEM Report Advisory Boards members and its chairper

50、son,David Sengeh,provided constructive guidance and feedback.Special thanks go to our engaged and committed funders,whose financial support ensures the preparation,release and dissemination of the GEM Reports publications.We would like to acknowledge the role of UNESCO and its leadership.We are grat

51、eful to many individuals,divisions and units at UNESCO Headquarters,notably in the Education Sector and in various administrative services,for facilitating our daily work.The UNESCO Institute for Statistics plays a key role as the principal data provider but also through our partnership in support o

52、f SDG 4 monitoring,notably in the national SDG 4 benchmarking process.We would like to thank its director,Silvia Montoya,and her dedicated staff for the close collaboration.Additional thanks go to colleagues at other UNESCO institutes and to its regional and field office network.UNESCO colleagues an

53、d consultants who directly contributed background research include the Institute for Information Technologies in Education(Natalia Amelina and Svetlana Knyazeva;Divina Frau-Meigs;Neil Butcher,Alison Zimmerman,Lisbeth Levey and Kirsty von Gogh);the International Institute for Higher Education in Lati

54、n America and the Caribbean(Victoria Galn-Muros,Alep Blancas and Bosen Liu);and the Section of Education Policy(Yasser Kosbar,Paula Razquin and Annelie Strath).The GEM Report team would like to thank the following researchers who produced background papers that informed the reports analysis:Ghaida A

55、lrawashdeh,Lynn Ang,Nathan Castillo,Dandan Chen,Anna Louise Childs,Elisabeth Herbert,Jo Van Herwegen,Ben Janssen,Hannah Metcalfe,Carl Moog,Laura Outhwaite,Mara Florencia Ripani,Robert Schuwer,Emma Sumner,Joshua Valeta,Ivana Zacarias,Diego Vsquez Brust,Dan Wagner and Ronda Zelezny-Green.The team is a

56、lso grateful to several institutions and their research staff and consultants who produced background papers:Alliance for Affordable Internet(Nathalia Foditsch,Sonia Jorge,Evelyn Namara and Ana Maria Rodriguez);Center for Information Technology in Education at the University of Hong Kong(Nancy Law,F

57、rank Reichert and Qianqian Pan);GIZ(Alisa Buchstab and Eilean von Lautz-Cauzanet);Indian Institute of Technology Bombay(Leena Bhattacharya,Chandan Dasgupta,Sahana Murthy and Minu Nandakumar);Queen Rania Teacher Academy(Heba Abu Jbarah,Nedaa Al Noaimi,Nabila Bashir,Sylwia Holmes and Rola Said);Right

58、to Education Initiative(Delphine Dorsi,Juliana Lima and Susie Talbot);Sadosky Foundation(Mara Borchardt,Hernn Czemerinski,Natalia Locca and Maria Cecilia Martnez);Tata Institute of Social Sciences(Sadaqat Mulla,Anusha Ramanathan and Bindu Thirumalai);and the University of Oslo(Monica Grace Amuha,See

59、dy Ahmed Jallow,Sophia Kousiakis,Terje Aksel Sanner,Knut Staring and Bjrnar Valb).Additional thanks go to numerous institutions that hosted consultations on the 2023 GEM Reports concept note,as well as the many individuals and organizations that provided input during the consultation process.Particu

60、lar thanks go to All Children Reading:A Grand Challenge for Development,Brains Global,CETIC.br,China National Academy of Educational Sciences,Fundacin Ceibal,German National Commission for UNESCO,Global Action on Disability Network,Inter-agency Network for Education in Emergencies,International Educ

61、ation Funders Group,International Task Force on Teachers for Education 2030,Monash University,NORRAG,ProFuturo,Open University UK,Organization of Ibero-American States,RewirEd,UNESCO Brasilia,UKFIET,UN Etxea,UNESCO-UNEVOC,University of Edinburgh and United States Agency for International Development

62、.We also want to thank the Global Partnership for Education,the United Nations High Commissioner for Refugees and other organizations that provided valuable input for the development of this report,along with the ministers,policy makers,experts and academics who participated in the consultation proc

63、ess.We are grateful for the guidance of a group of friends who provided feedback on the draft recommendations and advocacy strategy.They represented the following entities:Anthology,Brookings,European Commission,Education International,Human Rights Watch,International Telecommunication Union,Light f

64、or the World,Microsoft,Restless Development,the Special Rapporteur on the Right to Education and UNICEF.xA group of experts reviewed the draft thematic chapters and provided valuable feedback.For their input,we thank Cristbal Cobo,Lucia Dellagnelo,Bart Epstein,Velislava Hillman,Gouri Gupta,Joseph Ns

65、engimana,Dominic Orr,Neil Selwyn,Victoria Tinio and Riina Vuorikari.Mary Burns was a member of this group,provided background research and contributed the think piece that informed the concept note of the report.We would like to thank Edtech Hub,which provided theme-and country-specific knowledge,st

66、rategic advice on messaging,chapter reviews and research.We are thankful to its executive director,Verna Lalbeharie,and her team(David Hollow and Joel Mitchell,who were also members of the group of experts,Rebecca Daltry,Jonny DRozario,Julia Pacitto,Jennifer Simmons Kaleba and Janice Sequeira)as wel

67、l as the researchers who contributed background papers:Katy Jordan,Christina Myers and Asma Zubairi;Katie Godwin,Bjorn Haler,Alasdair Mackintosh,Chris McBurnie,Ana Paola Ramirez and Alejandra Vijil;Tony Kamninga,Susan Nicolai,Tingting Rui and Chebet Seluget;Sara Hennessy,Taskeen Adam,Sophia dAngelo,

68、Lydia Cao,Saalim Koomar and Adam Kreimeia.Special thanks go to Tim Unwin,who provided valuable targeted feedback.In the context of the forthcoming regional editions on South-eastern Asia and the Pacific,we would like to extend our appreciation to our partners:the Southeast Asian Ministers of Educati

69、on Organization(Secretariat directors Ethel Agnes Pascua-Valenzuela and Habibah Abdul Rahim,as well as John Arnold Sasi Siena and Emiljohn Columna Sentillas)and the Commonwealth for Learning(Chief Executive Officer Asha Singh Kanwar,as well as Sanjaya Mishra and Jako Olivier).The report was edited b

70、y Andy Quan,whom we thank for his tireless work.We also wish to acknowledge and express our gratitude to the individuals and organizations who worked hard to support the production,design,printing,and translation of the report within and outside UNESCO.Special thanks go to our copy editors and proof

71、readers,Jennifer Allain,Eliza Bennett,Rebecca Brite,and Gina Doubleday,for their meticulous attention to detail.We would like to thank the team at Optima Graphic Design Consultants Ltd:James Gore,Daniel Sharratt,Anastasia Beedham and Jules Parker for their efficient and detail-oriented work in layou

72、t and graphic design,which greatly enhanced the visual appeal of the report.Additionally,we are grateful to Veronica Maccari and Elena Vasumini from Housatonic for their invaluable support in producing the communications materials.UNICEF deserves our gratitude for granting us permission to extensive

73、ly use their photographs.We extend our appreciation to Strategic Agenda for their assistance in translating and formatting.Furthermore,we would like to recognize HiTeki(Hossein Aghvami)and Interactive Things(Patrick Browne,Beatriz Malveiro,Christian Siegrist,and Solange Vogt)for their contributions

74、in designing our online resources.Finally,we would like to thank the short-term consultants and interns,including Ameer Dharamshi,Yixuan Chen,Ipsita Dwivedi,Syeda Armeen Nasim and Patricia Roy.Thanks also to the students of Universit Paris 1 Panthon-Sorbonne who contributed to country profiles:Yeong

75、hyeon Kim and Luciana Pando.The Global Education Monitoring Report teamDirector:Manos AntoninisBenjamin Alcott,Samaher Al Hadheri,Daniel April,Bilal Fouad Barakat,Marcela Barrios Rivera,Yekaterina Baskakova,Madeleine Barry,Yasmine Bekkouche,Daniel Caro Vasquez,Anna Cristina DAddio,Dmitri Davydov,Fra

76、ncesca Endrizzi,Stephen Flynn,Lara Gil,Chandni Jain,Priyadarshani Joshi,Maria-Rafaela Kaldi,Josephine Kiyenje,Kate Linkins,Camila Lima De Moraes,Alice Lucatello,Kassiani Lythrangomitis,Anissa Mechtar,Patrick Montjourids,Claudine Mukizwa,Yuki Murakami,Manuela Pombo Polanco,Judith Randrianatoavina,Kat

77、e Redman,Maria Rojnov,Divya Sharma,Laura Stipanovic,Dorothy Wang and Elsa Weill.2023 GLOBAL EDUCATION MONITORING REPORTxiThe Global Education Monitoring Report is an independent annual publication.The GEM Report is funded by a group of governments,multilateral agencies and private foundations and fa

78、cilitated and supported by UNESCO.For more information,please contact:Global Education Monitoring Report team UNESCO,7,place de Fontenoy 75352 Paris 07 SP,France Email:gemreportunesco.org Tel.:+33 1 45 68 07 41unesco.org/gemreport Any errors or omissions found subsequent to printing will be correcte

79、d in the online version at unesco.org/gemreportGlobal Education Monitoring Report series2023 Technology in education:A tool on whose terms?2021/2 Non-state actors in education:Who chooses?Who loses?2020 Inclusion and education:All means all2019 Migration,displacement and education:Building bridges,n

80、ot walls2017/8 Accountability in education:Meeting our commitments2016 Education for people and planet:Creating sustainable futures for all EFA Global Monitoring Report series2015 Education for All 20002015:Achievements and challenges2013/4 Teaching and learning:Achieving quality for all2012 Youth a

81、nd skills:Putting education to work2011 The hidden crisis:Armed conflict and education2010 Reaching the marginalized2009 Overcoming inequality:Why governance matters2008 Education for All by 2015:Will we make it?2007 Strong foundations:Early childhood care and education2006 Literacy for life2005 Edu

82、cation for All:The quality imperative2003/4 Gender and Education for All:The leap to equality2002 Education for All:Is the world on track?xiiShort summary.v Foreword.viiAcknowledgements.xContents.xiiiContentsTechnology in education 1CHAPTER 1.Introduction.3Can technology help solve the most importan

83、t challenges in education?.7How do we know whether technology works in education?.9What do countries focus on when they invest in education technology?.12Guide to the report.20Recommendations.21CHAPTER 2.Equity and inclusion:Access for disadvantaged groups.25Multiple technologies bring education to

84、hard-to-reach learners.28Inclusive technologies support accessibility for students with disabilities.35Technology supports learning continuity and system resilience in emergencies.38Conclusion.42CHAPTER 3.Equity and inclusion:Access to content.43Technology facilitates content creation and adaptation

85、.46Digitization simplifies content distribution channels.50Open access resources help overcome various barriers.54Technology use to increase access to content faces challenges.55Conclusion.62CHAPTER 4.Teaching and learning.63Technologys potential to teaching needs to be shown in practice.66Technolog

86、y is not used very extensively for teaching and learning.68Evidence on technologys impact on learning is mixed.70Digital technologies appear to improve student engagement.75Intensive technology use negatively impacts student performance and increases disruption.81Conclusion.82CHAPTER 5.Digital skill

87、s.83The definition of digital skills must be broad.86Digital skills are hard to measure.90Digital skills are acquired in formal education and outside it.97Countries have developed various ways to build digital skills.100Conclusion.1052023 GLOBAL EDUCATION MONITORING REPORTxiiiCHAPTER 6.Education man

88、agement.107Technology can support the management of large volumes of education information.110Lack of confidence and capacity constrain technology use in education management.118Conclusion.120CHAPTER 7.Access to technology:equity,efficiency and sustainability.121Access to technology is unequal.124Co

89、untries follow various policies to improve access to technology.128Evidence needs to drive equitable,efficient and sustainable technology solutions.135Conclusion.140CHAPTER 8.Governance and regulation.141Governments find it challenging to govern education technology.144Digital privacy,safety and wel

90、l-being need to be regulated.147Conclusion.158CHAPTER 9.Governance and regulation.159Technology-based practices and resources are changing the teaching profession.162Various barriers prevent teachers from making the most of what technology can offer.164Education systems are taking steps to help teac

91、hers develop their capacity.167Conclusion.176CHAPTER 10.Education and technology development.177Technology features in most secondary education programmes.180STEM quality determines student aspirations and achievement.182Higher education institutions are key to national technological development.188

92、Conclusion.194Monitoring education in the Sustainable Development Goals 195CHAPTER 11.Introduction.197The national SDG 4 benchmarking process has reached a milestone.200Following up on the Transforming Education Summit commitments.202Highlights of the 2023 GEM Report monitoring part.205The GEM Repor

93、t is more than just a report.206CHAPTER 12.Primary and secondary education.209Access and completion.211Learning.218Focus 12.1:(How)do writing tools and techniques matter?.222Focus 12.2:Healthy school meals are key to universal education and learning.223CHAPTER 13.Early childhood.227Focus 13.1:Active

94、 play outdoors is missing from early childhood education.235xivCHAPTER 14.Technical,vocational,tertiary and adult education.237Focus 14.1:Will micro-credentials challenge traditional higher education degrees?.241CHAPTER 15.Skills for work.245Focus 15.1:Artificial intelligence technology is expected

95、to shift skill demand and supply.251CHAPTER 16.Equity.255Focus 16.1:First-generation students have it hard everywhere.263CHAPTER 17.Youth and adult literacy.267Focus 17.1:Does reading speed matter?.273CHAPTER 18.Sustainable development and global citizenship.275Focus 18.1:All learning is social and

96、emotional.279CHAPTER 19.Education facilities and learning environments.283Focus 19.1:School buildings are technology.289Focus 19.2 Can solar power close the school electrification gap?.292Focus 19.3:Technology and the school commute.293CHAPTER 20.Scholarships.297Focus 20.1:What do online searches re

97、veal about interest in international scholarships?.303CHAPTER 21.Teachers.307Focus 21.1:STEM teachers are in short supply.314CHAPTER 22.Finance.317Public expenditure.320Aid expenditure.325Household expenditure.337AnnexStatistical tables.341Aid tables.4092023 GLOBAL EDUCATION MONITORING REPORTxvRefer

98、ences for this publication can be found here:https:/bit.ly/2023gemreportreferences 1CHAPTER 1 INTRODUCTION1CHAPTER 1 INTRODUCTION 2 2Technology in education 3CHAPTER 1 INTRODUCTIONIn Uganda,Justin Biriungi(8)sits with his special education needs teacher Susan Tuhaise.Laptops are installed with Kolib

99、ri,a free and open source education technology platform that allows in-and out-of-school pupils and students to learn at their own pace.Credit:UNICEF/UN0747881/Rutherford*4CHAPTER1 IntroductionKEY MESSAGESDigital technology has changed but not transformed education.Digital technology tools have been

100、 widely adopted by learners,educators and institutions.The number of students in massive open online courses reached at least 220 million in 2021.The learning application Duolingo had 20 million daily active users in 2023 and Wikipedia had 244 million page views per day in 2021.Globally,the percenta

101、ge of internet users rose from 16%in 2005 to 66%in 2022.The adoption of digital technology has resulted in many changes in education and learning.The set of basic skills that young people are expected to learn in school has expanded to include a broad range of new ones to navigate the digital world.

102、Higher education is the subsector with the highest rate of digital technology adoption,with online management platforms replacing some campuses.The use of data analytics has grown in education management.Technology has made a wide range of informal learning opportunities accessible.But in many parts

103、 of the world,education systems remain relatively untouched.Even in some of the most technologically advanced countries,computers and devices are not used in classrooms on a large scale.Technology use is not universal and will not become so any time soon.Can technology help solve the most important

104、challenges in education?Equity and inclusion:Digital technology lowers education access cost for some disadvantaged groups,but access to the internet and devices remains highly unequal.Quality:Digital technology encourages engagement and facilitates collaboration and connections,but an individualize

105、d approach to education reduces learners opportunities to learn in real-life settings and has a negative impact on well-being and privacy.Efficiency:Digital technology reduces the time teachers and students spend on menial tasks,time that can be used in other,educationally more meaningful activities

106、.How do we know whether technology works in education?Technology is evolving too fast to permit evaluations that could inform decisions on legislation,policy and regulation.Findings that apply in some contexts are not always replicable elsewhere.Few questions are asked about who is shaping the disco

107、urse that says technology is the answer to major education challenges.Artificial intelligence has been applied in education for the past 40 years.More evidence is needed to understand whether its tools can change how students learn,beyond the superficial level of obtaining answers and correcting mis

108、takes.What do countries focus on when they invest in education technology?Every country has invested in the use of digital technology in education to some extent.Business rather than education arguments are more commonly deployed to justify countries investments.Often investments are based on a beli

109、ef that technology is a good in itself.15CHAPTER 1 INTRODUCTIONMajor advances in technology,especially digital technology,are rapidly transforming the world.Information and communication technology(ICT)has been used for 100 years in education,ever since the popularization of radio in the 1920s.But i

110、t is the use of digital technology over the past 40 years that has the most significant potential to transform education.An education technology industry has emerged and focused,in turn,on the development and distribution of education content,learning management systems,language applications,augment

111、ed and virtual reality,personalized tutoring,and testing.Most recently,breakthroughs in artificial intelligence(AI)methods have increased the power of education technology tools,leading to speculation that technology could even supplant human interaction in education(Box 1.1).In the past 20 years,le

112、arners,educators and institutions have widely adopted digital technology tools.The number of students in massive open online courses reached at least 220 million in 2021(Shah,2021).The language learning application Duolingo had 20 million daily active users in 2023(Statista,2023)and Wikipedia had 24

113、4 million page views per day in 2021(Thomas,2022).The 2018 Programme for International Student Assessment(PISA)found that 65%of 15-year-old students in OECD countries were in schools whose principals agreed that teachers had the technical and pedagogical skills to integrate digital devices in instru

114、ction and 54%in schools where an effective online learning support platform was available(OECD,2020,pp.266268);these shares are believed to have increased during the COVID-19 pandemic.Globally,the percentage of internet users rose from 16%in 2005 to 66%in 2022(ITU,2022).About 50%of the worlds lower

115、secondary schools were connected to the internet for pedagogical purposes in 2022(UIS,2023).Although digital technology has been used in poorer countries,and among some of the most marginalized people in the world,its use in education is still limited.The adoption of digital technology has resulted

116、in many changes in education and learning.The set of basic skills that young people are expected to learn in school,at least in richer countries,has expanded to include a broad range of new ones to navigate the digital world(Vuorikari et al.,2022).In many classrooms,paper has been replaced by screen

117、s,and pens by keyboards.COVID-19 can be seen as a natural experiment where learning switched online for entire education systems virtually overnight(Box 1.2).Higher education is the subsector with the highest rate of digital technology adoption,with online management platforms replacing campuses(Wil

118、liamson,2021).The use of data analytics has grown in education management(Romero and Ventura,2020).Technology has made a wide range of informal learning opportunities accessible(Greenhow and Lewin,2015).Yet the extent to which technology has transformed education needs to be debated(Reich,2020).Chan

119、ge resulting from the use of digital technology is incremental,uneven and bigger in some contexts than in others.The application of digital technology varies by community and socioeconomic level,by teacher willingness and preparedness,by education level,and by country income.Except in the most techn

120、ologically advanced countries,computers and devices are not used in classrooms on a large scale.Technology use is not universal and will not become so any time soon.Moreover,evidence is mixed Can technology help solve the most important challenges in education?.7How do we know whether technology wor

121、ks in education?.9What do countries focus on when they invest in education technology?.12Guide to the report.20Recommendations.21 The extent to which technology has transformed education needs to be debated 2023 GLOBAL EDUCATION MONITORING REPORT16on its impact(Hamilton and Hattie,2021).Some types o

122、f technology seem to be effective in improving some kinds of learning(Selwyn,2022).The short-and long-term costs of using digital technology appear to be significantly underestimated.The most disadvantaged are typically denied the opportunity to benefit from this technology.Too much attention on tec

123、hnology in education usually comes at a high cost.Resources spent on technology,rather than on classrooms,teachers and textbooks for all children in low-and lower-middle-income countries lacking access to these resources,are likely to lead to the world being further away from achieving the global ed

124、ucation goal,SDG 4.Some of the worlds richest countries ensured universal secondary schooling and minimum learning competencies before the advent of digital technology.Children can learn without it.However,their education is unlikely to be as relevant without digital technology.The Universal Declara

125、tion of Human Rights defines the purpose of education as promoting the full development of the human personality,strengthening respect for fundamental freedoms and promoting understanding,tolerance and friendship.This notion needs to move with the times.An expanded definition of the right to educati

126、on could include effective support by technology for all learners to fulfil their potential,regardless of context or circumstance.Clear objectives and principles are needed to ensure that technology use is of benefit and avoids harm.The negative and harmful aspects of the use of digital technology i

127、n education and society include risk of distraction and lack of human contact.Unregulated technology even poses threats to democracy and human rights,for instance through invasion of privacy and stoking of hatred.Education systems need to be better prepared to teach about and through digital technol

128、ogy,a tool that must serve the best interests of all learners,teachers and administrators.Impartial evidence showing that technology is being used in some places to improve education and good examples of such use need to be shared more widely so that the optimal mode of delivery can be chosen for ea

129、ch context.CAN TECHNOLOGY HELP SOLVE THE MOST IMPORTANT CHALLENGES IN EDUCATION?Discussions about education technology are focused on technology rather than education.The first question should be:What are the most important challenges in education?As a basis for discussion,consider the following thr

130、ee challenges:Equity and inclusion:Is fulfilment of the right to choose the education one wants and to realize ones full potential through education compatible with the goal of equality?If not,how can education become the great equalizer?Quality:Do educations content and delivery support societies i

131、n achieving sustainable development objectives?If not,how can education help learners to not only acquire knowledge but also be agents of change?Efficiency:Does the current institutional arrangement of teaching learners in classrooms support the achievement of equity and quality?If not,how can educa

132、tion balance individualized instruction and socialization needs?How best can digital technology be included in a strategy to tackle these challenges,and under what conditions?Digital technology packages and transmits information on an unprecedented scale at a high speed and low cost.Information stor

133、age has revolutionized the volume of accessible knowledge.Information processing enables learners to receive immediate feedback and,through interaction with machines,adapt their learning pace and trajectory:Learners can organize the sequence of what they learn to suit their background and characteri

134、stics.Information sharing lowers the cost of interaction and communication.But while such technology has tremendous potential,many tools have not been designed for application to education.Not enough attention has been paid to how they are applied in education and even less to how they should be app

135、lied in different education contexts.On the question of equity and inclusion,ICT and digital technology in particular helps lower the education access cost for some disadvantaged groups:those who live in remote areas,are displaced,face learning difficulties,lack time or have missed out on past educa

136、tion opportunities.But while access to digital technology has expanded rapidly,there are deep divides in access.Disadvantaged groups own fewer devices,are less connected to the internet(Figure 1.1)and have fewer resources at home.The cost of much technology is falling rapidly but is still While tech

137、nology has tremendous potential,many tools have not been designed for application to education 7CHAPTER 1 INTRODUCTION1too high for some.Households that are better off can buy technology earlier,giving them more advantages and compounding disparity.Inequality in access to technology exacerbates exis

138、ting inequality in access to education,a weakness exposed during the COVID-19 school closures.Education quality is a multifaceted concept.It encompasses adequate inputs(e.g.availability of technology infrastructure),prepared teachers(e.g.teacher standards for technology use in classrooms),relevant c

139、ontent(e.g.integration of digital literacy in the curriculum)and individual learning outcomes(e.g.minimum levels of proficiency in reading and mathematics).But education quality should also encompass social outcomes.It is not enough for students to be vessels receiving knowledge;they need to be able

140、 to use it to help achieve sustainable development in social,economic and environmental terms.This reports stance is that there is no more important contemporary challenge than sustainability.Thus the definition of quality in an education system should encompass the systems ability to equip learners

141、 to act in ways that help achieve sustainable development in the social,economic and environmental senses.Yet most education systems do not fare well with respect to this challenge.Views vary widely on the extent to which digital technology can enhance education quality.Some argue that,in principle,

142、digital technology creates engaging learning environments,enlivens student experiences,simulates situations,facilitates collaboration and expands connections.But others say digital technology tends to support an individualized approach to education,reducing learners opportunities to socialize and le

143、arn by observing each other in real-life settings.Moreover,just as new technology overcomes some constraints,it brings its own problems.Increased screen time has been associated with adverse effects on physical and mental health.Insufficient regulation has led to unauthorized use of personal data fo

144、r commercial purposes.Digital technology has also helped spread misinformation and hate speech,including through education.Such challenges may cancel out any benefits.Improvements to efficiency may be the most promising way for digital technology to make a difference in education.Technology is toute

145、d as being able to reduce the time students and teachers spend on menial tasks,time that can be used in other,educationally more meaningful,activities.However,there are conflicting views on what is meaningful.The way that education technology is used is more complex than just a substitution of resou

146、rces.FIGURE 1.1:Internet connectivity is highly unequalPercentage of 3-to 17-years-olds with internet connection at home,by wealth quintile,selected countries,201719Percentage%PoorestTotalRichest020406080100D.R.CongoLao PDRChadGuinea-BissauBeninC.A.R.SenegalZambiaPakistanMadagascarSierra LeoneGhanaI

147、ndonesiaUzbekistanTogoAlgeriaTajikistanZimbabweLesothoBangladeshMongoliaJordanTunisiaS.Tome/PrincipeTurkmenistanNepalIraqSurinameKiribatiGambiaThailandCosta RicaKyrgyzstanJapanMontenegroGeorgiaChileRussian Fed.TongaNorth MacedoniaSerbiaGEM StatLink:https:/bit.ly/GEM2023_fig1_1 Source:UNICEF database

148、.2023 GLOBAL EDUCATION MONITORING REPORT81Technology may be one-to-many,one-to-one or peer-to-peer.It may require students to learn alone or with others,online or offline,independently or networked.It delivers content,creates learner communities and connects teachers with students.It provides access

149、 to information.It may be used for formal or informal learning and can assess what has been learned.It is used as a tool for productivity,creativity,communication,collaboration,design and data management.It may be professionally produced or have user-generated content.It may be specific to schools a

150、nd place-based or transcend time and place.As in any complex system,each technology tool involves distinct infrastructure,design,content and pedagogy,and each may promote different types of learning.HOW DO WE KNOW WHETHER TECHNOLOGY WORKS IN EDUCATION?In order to understand whether each form of tech

151、nology addresses equity,quality and efficiency of education,three questions need to be answered.First,what is the logical mechanism that leads from the use of a piece of hardware or software to improved learning?Second,are the conditions under which a technological tool is supposed to work met in pr

152、actice or is implementation failing?Third,what evidence is collected,by whom,and how in order to evaluate impact?Technology is evolving too fast to permit evaluation that could inform decisions on legislation,policy and regulation.Research on technology in education is as complex as technology itsel

153、f.Studies evaluate experiences of learners of various ages using various methodologies applied in contexts as different as self-study,classrooms and schools of diverse sizes and features,non-school settings,and at system level.Findings that apply in some contexts are not always replicable elsewhere.

154、Some conclusions can be drawn from long-term studies as technologies mature,but there is an endless stream of new products.Meanwhile,not all impact can be easily measured,given technologys ubiquity,complexity,utility and heterogeneity.Good research needs to balance quantitative and qualitative metho

155、ds,look into evidence of both positives and negatives,and avoid cutting corners in its design,for instance with respect to focus outcomes or fieldwork locations.In brief,while there is much general research on education technology,the amount of research into specific applications and contexts is ins

156、ufficient,making it difficult to prove that a particular technology enhances a particular kind of learning.Why is there often the perception that technology can address major education challenges?To understand the discourse around education technology,it is necessary to look behind the language bein

157、g used to promote it,and the interests it serves.Who frames the problems technology should address?What are the consequences of such framing for education?Who promotes education technology as a precondition for education transformation?How credible are such claims?What criteria and standards need to

158、 be set to evaluate digital technologys current and potential future contribution to education so as to separate hype from substance?Can evaluation go beyond short-term assessments of impact on learning and capture potential far-reaching consequences of the generalized use of digital technology in e

159、ducation?Exaggerated claims about technology go hand in hand with exaggerated estimates of its global market size.In 2022,business intelligence providers estimates ranged from USD 123 billion(Grand View Research,2023)to USD 300 billion(HolonIQ,2022a).These accounts are almost always projected forwar

160、d,predicting optimistic expansion,yet they fail to show historic trends and verify whether past projections proved true.Such reporting routinely characterizes education technology as essential and technology companies as enablers and disruptors.If optimistic projections are not fulfilled,responsibil

161、ity is implicitly placed on governments as a way of maintaining indirect pressure on them to increase procurement(Mrmol Queralt,2021).Education is often decried for being slow to change,for being stuck in the past(Weller,2022,p.33).The perspective that education lags the digital leaps(Hirsh-Pasek et

162、 al.,2022,p.1),that the sector lagged behind the corporate sector in adopting technology(PwC,2022,p.10),and that education systems are traditionally laggards when it comes to innovation(OECD,2021,p.3)is emphasized.In one such misleading presentation,education was characterized as grossly under digit

163、ized because less than 4%of global education expenditure by governments and households is allocated to technology(HolonIQ,2022).But there is no basis for the suggestion that educations success should be measured by how much spending is allocated to technology.Another presentation estimating the valu

164、e of global education technology stated its just the beginning as the industrys growth is undeniable(Yelenevych,2022).Such coverage plays on users fascination with novelty but also their fear of being left behind.9CHAPTER 1 INTRODUCTION1BOX 1.1:Generative artificial intelligence is the latest techno

165、logy touted as having the potential to transform educationArtificial intelligence(AI)involves the application of computer science through algorithms to process large data sets to help solve problems.As algorithms and processing methods become more sophisticated in the ways they classify information

166、and make predictions,they begin to imitate human brain functions more closely.Generative AI applies such sophisticated processing on vast data sets of natural language,code language and images to create new content in these and other data forms.AI of one sort or another has been applied in education

167、 for at least 40 years(Aleven and Koedinger,2002).Multiple examples are mentioned throughout this report,of which three stand out.First,intelligent tutoring systems track student progress,difficulties and errors,going through structured subject content to provide feedback and adjust the level of dif

168、ficulty to create an optimal learning path.Second,AI can support writing assignments and,conversely,can be used to automatically assess writing assignments,including identifying plagiarism and other forms of cheating.Third,AI has been applied to immersive learning experiences and games(UNESCO,2021).

169、Its creators expect generative AI to increase all these tools effectiveness to such an extent that their use could become widespread,further personalizing learning and reducing the time teachers spend on tasks such as marking and lesson preparation(Google,2022).Commonly used intelligent tutoring sys

170、tems,such as Duolingo Max,which supports foreign language learning,and Khanmigo,which is used alongside Khan Academy video lessons,have collaborated with OpenAI,the developer of ChatGPT,the best-known generative AI tool,to increase their effectiveness.Increased data processing power may also general

171、ize the collection and use of data to detect student disengagement,including during examinations taken online.AI tools have been rapidly adopted.ChatGPT had more than 1 billion monthly page visits by February 2023(Carr,2023).In 2022,a survey of US professionals found that 37%of those in advertising

172、or marketing and 19%of those in teaching had used it in some way at work(Thormundsson,2023).The potential implications for education are numerous.If repetitive tasks are increasingly being automated and more jobs require higher-order thinking skills,the pressure on education institutions to develop

173、such skills will increase.If written assignments no longer indicate mastery of certain skills,assessment methods will need to develop.If intelligent tutoring replaces at least some teaching tasks,teacher preparation and practices will need to shift accordingly.While many technologies previously prom

174、oted as transformative did not live up to expectations,the sheer growth in computing power behind generative AI raises the question whether this technology could be the turning point.Some countries have been responding to the implications of AI,although so far the focus has been on educations role i

175、n supporting capacity development in AI(World Bank,2021).France has a strategy to develop AI research capacity,including through a talent attraction and support programme(France Ministry of Higher Education and Research,2018).Indias National Strategy for AI includes education as one of five focus ar

176、eas(Niti Aayog,2018).But a review of 24 national AI strategies published between 2016 and 2020 found that one third addressed integration of AI in teaching and learning(Schiff,2022).In Singapore,the National AI Strategy and the EdTech Plan(202030)highlight AI for personalizing teaching and learning

177、through national learning platforms(Singapore Ministry of Education,2022;Singapore Smart Nation and Digital Government Office,2019),which all school leaders,teachers and students have access to,helping track student progress(Singapore Ministry of Education,2022).Another global survey found that 11 o

178、ut of 51 governments had developed and implemented AI curricula(UNESCO,2022).Yet the spread of generative AI brings risks.It makes it harder for people to trust information.As lines between reality and invention continue to be blurred,people become more susceptible to being deceived.As the content g

179、enerated by AI improves,people may even become too trusting(OpenAI,2023).Pernicious algorithms with biased design pose further risks.In the United Kingdom,algorithms applied to predict grades during the COVID-19 school closures,for instance,exacerbated inequality by socioeconomic background(Kolkman,

180、2020).There are risks associated with human rights(e.g.use of surveillance techniques),democracy(e.g.algorithms reproducing prejudices)and legislation(e.g.the possibility of making the use of AI compulsory in education)(Holmes et al.,2022).Continued on next page2023 GLOBAL EDUCATION MONITORING REPOR

181、T101BOX 1.1:CONTINUEDGenerative AI may not bring the kind of change in education often discussed.Whether and how AI would be used in education is an open question(Gillani et al.,2023).The appeal of learning alone with chatbots may wear off quickly.Even if perfected,such tools may be cumbersome and f

182、ail to result in any improvement.Personalization in education should vary learner paths to reach not the same learning levels but different ones that fulfil individual potential(Holmes et al.,2018).More evidence is needed to understand whether AI tools can change how students learn,beyond the superf

183、icial level of correcting mistakes.By simplifying the process of obtaining answers,such tools could decrease student motivation to perform independent research and generate solutions(Kasneci et al.,2023).Their spread could magnify risks mentioned throughout this report.For instance,if differences in

184、 student learning speeds are mismanaged,it could widen achievement gaps(United States Department of Education,2023).The advent of generative AI may not require major changes in education policy responses.For instance,it does not fundamentally change the set of essential digital competencies that was

185、 defined before its emergence.Teacher professional development programmes may need to be adapted somewhat to reflect new ways of assigning homework and assessing students.Supporting teachers in developing better prompts to chatbots is one of several potential areas of development(Farrokhnia et al.,2

186、023).But,overall,general teacher proficiency remains crucial in making appropriate pedagogical choices while using this technology(Cooper,2023).There is a need to reflect on what it means to be well-educated in a world shaped by AI.Faced with new technology tools,the ideal response is unlikely to be

187、 further specialization in technology-related domains;rather,it is a balanced curriculum that maintains if not strengthens and improves the delivery of arts and humanities to reinforce learners responsibility,empathy,moral compass,creativity and collaboration.The implication of intelligent tutoring

188、systems cannot be that AI replaces teachers altogether but that teachers are entrusted with more responsibility than ever to help societies navigate this critical moment.A consensus is forming about the need to enjoy AIs benefits while eliminating risks from its unchecked use,through regulation rela

189、ting to ethics,responsibility and safety.BOX 1.2:The switch to education technology during COVID-19 raised awareness of its limitationsResponses to the COVID-19 pandemic led to educational technology being used for learning out of school,at a pace and scale with no historical precedent.For hundreds

190、of millions of students,formal learning became heavily dependent on technology,whether internet-connected digital devices,television or radio.A forthcoming UNESCO publication,An Ed-Tech Tragedy?Educational Technologies and School Closures in the Time of COVID-19,examines education during the pandemi

191、c from early 2020 through the end of 2022.It documents how technology-based solutions left a global majority of learners behind and how education was diminished even when technology was available and worked as intended.The report documents the ambition that marked the initial transition from schools

192、 to education technology as the pandemic took hold.To better understand why and how countries turned to technology as a stopgap measure to address school closures,it examines the concept of technological solutionism the belief that every problem,or even things not previously identified as problems,h

193、as a solution based in technology.The report traces the rise and dissemination of the idea that internet-connected technology could,and even should,replace schools as the primary means of formal education.Visions of technology-reliant and technology-guided education rest on assumptions that mainstre

194、am schooling models are outdated and no longer fit a digital age of instant information.Technology,its advocates argue,has possibilities for ubiquitous learning and would better facilitate the types of learning and skills development demanded in a connected world awash in data and content.Continued

195、on next pageAn ed-tech tragedy?Educational technologies and school closures in the time of COVID-1911CHAPTER 1 INTRODUCTION1WHAT DO COUNTRIES FOCUS ON WHEN THEY INVEST IN EDUCATION TECHNOLOGY?At the same time that the role of technology in education is being debated,every country in the world has in

196、vested in the use of digital technology in education to some extent.A review of one country from each SDG region opens a window into how they have understood the role of technology in their education system,how technology has been applied,who is involved and what challenges have been encountered.Eac

197、h case study links to content covered in various chapters of the GEM Report.Their wide variation shows that the policymakers perspective on education technology issues is often distant from the questions raised in this introduction.On the whole,it can be said that,while countries invest in digital t

198、echnology for education,business rather than education arguments are more commonly deployed to justify these investments.With some notable exceptions,countries often appear to pay little attention to whether their investment has been relevant and had an impact on learning,whether it has been equitab

199、le and inclusive,whether it is economically efficient,and whether it has longer-term negative effects on human rights and well-being.Questions are hanging over the type and quality of evidence used in making decisions.Countries tend to describe progress in terms of the technology inputs they have pu

200、rchased instead of the learning improvement these inputs have achieved.While in some cases,education technology investment is aligned and integrated with related investment in the rest of government,in other cases such investment does not respond to an education systems specific problems.Instead,it

201、appears more as a modern accessory,something that is added to the education system,possibly to imitate other education systems or in a belief that technology is a good in itself.BOX 1.2:CONTINUEDThe publication also looks behind the ambitions of a shift to technology-based solutions to document what

202、 was and was not delivered in the challenging context of the pandemic.The COVID-19 school closures led to scrutiny of the ways technology can be used in education.The forthcoming report shows that the core areas in which technology failed to live up to expectations are,unsurprisingly,the same areas

203、where it has failed to deliver in past decades,which this Global Education Monitoring Report(GEM Report)covers in depth.The shift to digital learning left many students behind,exacerbating inequality.Even when connected technology was available,technology-centred modes of learning tended to result i

204、n low student engagement and poor achievement.Looking beyond learning,the analysis in An Ed-Tech Tragedy focuses on the many ways young peoples immersion in technology for education and other purposes has been unhealthy.Finally,it points out that the centrality of education technology has empowered

205、and enriched powerful private sector actors,enabled new and invasive forms of surveillance and control,and ushered in often overlooked environmental consequences,among other harms.Taking these risks into account,An Ed-Tech Tragedy?questions whether school closures and the shift to remote learning pr

206、otected public health and saved lives.Did remote learning alternatives to education contribute to the prolongation of school closures?Were there alternatives to connected technology when schools were shuttered?Was COVID-19 an education crisis in addition to a health crisis?The publication challenges

207、 the assertion that education technology investment necessarily strengthens education system resilience,and hence it also questions the assertion that expenditure on education technology should necessarily be scaled up.Echoing the findings of the 2023 GEM Report,the publication concludes that the CO

208、VID-19 education experience serves as a reminder that digital transformation should not entail replacing the deeply human enterprise of teaching and learning.It repeats the GEM Reports calls for technology design,regulation and use that put all learners back at the centre,strengthen the right to edu

209、cation for all,and better serve the needs and interests of those closest to education.The publication calls for continued dialogue to draw knowledge from the education technology experiences of the pandemic,making sure the integration of technology in education better aligns with the sectors humanis

210、tic aims and better ensures the progress and well-being of school leaders,teachers,students,parents and societies.There is no basis for the suggestion that educations success should be measured by how much spending is allocated to technology2023 GLOBAL EDUCATION MONITORING REPORT121BOX 1.3:EgyptEgyp

211、t introduced technology in education in the 1990s,initially with support from international actors that saw it as key to the problem of rote learning(Warschauer,2003;2004).In 2006,the Egyptian Education Initiative,a partnership between the government,the World Economic Forum and the private sector,t

212、ried to introduce coherence across multiple externally supported activities,related for instance to broadband and smart schools.By 2011,70,000 computers had been deployed,185,000 people had been trained and more than 2,000 schools had been involved.However,an evaluation of the partnership,which incl

213、uded companies such as Cisco,Intel and Microsoft,found that it had not focused sufficiently on education outcomes,had underestimated the complexity of education,and had not monitored and evaluated implementation(World Economic Forum,2012).In the second half of the 2010s,after having heavily prioriti

214、zed the digitization of its public sector(Egypt Ministry of Communications and Information Technology,2020),Egypt launched Education 2.0 in 2017,a major education reform placing digital technology at the heart of efforts to support skills-based learning(Kazem,2020).The private sector has been active

215、ly involved in infrastructure,curriculum development and platforms(Oxford Business Group,2022a).Plans to equip schools with multimedia laboratories and digital devices were not new,but their implementation was slow (Ewiss et al.,2019).In 2019,the education technology company Promethean World was com

216、missioned to digitize 26,000 classrooms through interactive displays(Oxford Business Group,2020;Promethean,2019).Its parent company,NetDragon Websoft Holdings,specialized in gaming and mobile applications,was recruited to build more than 3,000 smart modular classrooms and address the problem of over

217、crowded spaces(Oxford Business Group,2022a).Tablets were provided to 25,000 public schools(Egypt Today,2020).Private companies have been engaged heavily in adapting the curriculum to ICT.Discovery Education,a consultancy specialized in digital curriculum,has been consulted for school programme desig

218、n(Moustafa et al.,2022).National Geographic Learning,a firm specialized in English-language learning resources,has provided curriculum content and delivered print and digital materials to grades 4 to 6(Cengage Group,2021).The school curriculum has been updated to integrate digital learning resources

219、,including personal devices,in-class coaching and computer-based assessments.New education programmes focus on a competency-based and multidisciplinary approach(Moustafa et al.,2022;Saavedra,2019).Digital learning resources have become progressively more available(Welsh,2020).Launched in 2016,the Eg

220、yptian Knowledge Bank provides free teaching materials aligned with the reformed education programmes.Initially providing research sources to secondary and higher education,the platform was significantly expanded in the aftermath of school closures during COVID-19.It quickly became the regions large

221、st digital learning platform,with over 20 million daily views(El Zayat,2022;UN Transforming Education Summit,2022;UNESCO,2022).Related resources included learning management systems and platforms in primary and secondary education;online lessons,some for free on YouTube,some for a fee;and the now de

222、funct Edmodo platform(UNICEF,2021b).These efforts were documented in the Education 2.0 Research&Documentation Project at the Social Research Center of the American University of Cairo(RDP,2021).Education technologys impact in terms of both learning outcomes and equity has not yet been evaluated in E

223、gypt(Helmy et al.,2020;Moustafa et al.,2022).Some questioned the reforms fit with the social and cultural context(Ramzy,2021).A study of secondary school teachers suggested that they did not regard education technology as a top priority for education reform,even if they recognized its potential bene

224、fits(Badran et al.,2021).Monitoring was limited to access(e.g.to the Egyptian Knowledge Bank)rather than actual use(Sobhy,2023).Three in five children reported accessing digital platforms during COVID-19(UNICEF,2021a).13CHAPTER 1 INTRODUCTION1BOX 1.4:EstoniaEstonia made digitization across governmen

225、t a national priority when it became independent 30 years ago.Not only education but also taxation,voting and healthcare were progressively digitized.In 2002,each citizen was equipped with a digital identity for access to public services.Providing citizens with digital skills quickly became a necess

226、ity(Kattel and Mergel,2019).Digital technologys integration in education began in 1996 with the Tiger Leap Initiative(Tiigrihpe)developing school ICT infrastructure.By 2001,every classroom had access to a computer and all schools went online.Teachers and school leaders were progressively trained in

227、the use of digital technology and its integration in teaching practices(Aru-Chabilan,2020).School management was digitized in the 2000s and communication portals,including eKool and Stuudium,were introduced.Since 2015,textbooks and learning materials have been available via a cloud repository,the e-

228、Schoolbag(e-koolikot)(OECD,2020c),which consists mostly of open educational resources(Pldoja,2020).However,attitudes and beliefs about education technology effectiveness and benefits have not evolved as rapidly as technology itself(Haaristo et al.,2019).Some teachers have resisted the integration of

229、 digital tools(Leppik et al.,2017).Estonia was ranked first among EU countries in a readiness index for digital lifelong learning,but a few teachers still preferred traditional approaches(Beblav et al.,2019).In the 2018 Teaching and Learning International Survey,only one in three lower secondary sch

230、ool teachers reported feeling adequately prepared to use ICT in teaching(European Commission,2020).On the other hand,75%had received ICT training as part of their professional development,compared with an average of 60%in OECD countries overall(OECD,2020b).A survey of teachers found they had limited

231、 knowledge about artificial intelligence and how it could support them(Chounta et al.,2023).From 2012,the ProgeTiger programme enhanced digital literacy in the curriculum(Aru-Chabilan,2020).Digital competencies have been taught and tested using the European Union DigComp framework(Estonian Education

232、 and Youth Board,2021;Mehisto and Kitsing,2021).Yet teaching has been uneven between schools.A Tallinn University study reported that informatics was taught in less than half of schools,mostly because of shortages of qualified teachers(Pldoja,2020).The Estonian Lifelong Learning Strategy 2020 and it

233、s successor,the strategic plan Education 2035,have focused on adult digital skills.By 2016,10%of the countrys adults had received computer training(Estonian Education and Youth Board,2020).In 2019,65%of the population had at least basic digital skills(European Commission,2020).Vali-IT(Choose IT)is a

234、 short,intensive professional development course.ICT skills acquired outside formal education are formally recognized(e-Estonia,2021;European Commission,2022).The share of students enrolled in tertiary ICT programmes has consistently increased over time,reaching 12%in 2020,twice the OECD rate(OECD,2

235、020a;Viik,2020).Launched in 2005,the web-based Estonian Education Information System collects information on individual learning trajectories.Accessible through an individual identification number,the system tracks student personal information,including on performance and special needs,from early ch

236、ildhood to adulthood.Teachers are required to input data through the school management system.The interoperability platform X-Road connects the database to other national electronic registers,facilitating data exchange(OECD,2020c).The identity-based data system was possible because of the transparen

237、cy and integrity of the ICT infrastructure(Kattel and Mergel,2019;OECD,2020c).The Data Protection Inspectorate has clear guidelines on data use(Ruiz-Calleja et al.,2018).Estonias education system is considered one of the worlds most digitized,a model for digital learning(Estonian Education and Youth

238、 Board,2020).Over the years,Estonian schools have taken part in several projects and been supported by public agencies,universities and technology companies.Yet school staff believe the emphasis has been on monitoring the number of devices and the speed of connectivity instead of evaluating learning

239、 impact(Lorenz et al.,2016).2023 GLOBAL EDUCATION MONITORING REPORT141BOX 1.5:NepalIn Nepal,numerous strategy and policy documents have committed to strengthening ICT in education,including the 2010 and 2015 ICT policies and the 2019 Digital Nepal Framework.The framework proposed a series of ambitio

240、us initiatives,including smart classrooms,rural mobile learning centres,a rent-a-laptop programme,a biometric student and teacher attendance monitoring system,an online education management information system,and a centralized university admission system(Nepal Ministry of Communication and Informati

241、on Technology,2019).As part of the framework,the Nepal Telecommunication Authority contracted ICT laboratories in 930 community schools(Fiscal Nepal,2020)and two years later the government announced that laboratories would be set up in 2,300 community schools by 2025(Onlinekhabar,2022).Under the edu

242、cation ministry,four plans the School Sector Reform Plan 20092015,the ICT in Education Master Plan 20132017,the School Sector Development Plan 20162023 and the School Education Sector Plan 2022/232031/32 proposed ICT-related interventions.The 20162023 plan focused on ICT facilities in model schools(

243、ADB,2022).Reviewing the situation,the 2022/232031/32 plan reported that,among 28,000 community schools,61%had electricity,42%had computer facilities and 22%had internet connection but,critically,very few schools use them for teaching and learning(Center for Education and Human Resource Development,2

244、022;Nepal Ministry of Education,2022).The Ministry of Education,Science and Technology provided funds for one teacher to be trained from each school where an ICT laboratory had been set up.Schools had to find a training institute,but received no guidance on the content of the training required(ADB,2

245、017).Opportunities for teacher education in ICT are extremely limited(Rana and Rana,2020).A study estimated that only 12%of public schools used ICT in teaching and learning in 2019/20,and just 1%of public school teachers reported being able to integrate it in their practice(Rubin,2021).Prior to the

246、COVID-19 pandemic,the Curriculum Development Centre developed digital resources for grade 6 to 8 mathematics,science and English.These and other resources were uploaded in 2020 to a new learning platform,Sikai Chautari(Bhatta and Gyawali,2021;Centre for Education and Human Resources Development,2023

247、).But the resources were not easily accessible.A survey of 7,500 households during the pandemic found that 29%of children were offered distance learning opportunities but only 12%used them(UNICEF,2020).Less than 5%of students used a dedicated YouTube channel and Sikai Chautari during school closures

248、(Center for Education and Human Resource Development,2022).In higher education,the potential of blended courses provided by the new Nepal Open University remains untapped(Dhakal and Bhandari,2019;Khanal et al.,2021).Open Learning Exchange Nepal,a non-governmental organization,has played an active ro

249、le in supporting government efforts over the past 15 years(Karki,2019).It has mainly focused on infrastructure.It distributed laptops(like those offered by the One Laptop Per Child programme),school networks(consisting of a server and a Wi-Fi router)and solar power installations.E-Paath is a collect

250、ion of curriculum-based,subject-specific digital interactive learning activities in Nepali and English for grades 1 to 8,as well as in Nepali Sign Language for grades 1 to 6.E-Pustakalaya is an e-library that has made more than 12,800 textbooks and video materials available for free(OLE Nepal,2023).

251、Some 1,200 schools benefited from these digital resources through offline servers during the pandemic (Joshi et al.,2022).15CHAPTER 1 INTRODUCTION1BOX 1.6:RwandaRwanda started its multiyear national information and communications infrastructure plans in the late 1990s(Rwanda Government,2015;World Ba

252、nk,2022).They have progressively helped digitize public services,including for paying taxes and consulting judicial proceedings and health data(Davidson et al.,2019;Rwanda Ministry of ICT and Innovation,2019).The education system has also embraced digital transformation,with key plans drafted in the

253、 mid-2010s:the SMART Rwanda 2020 Master Plan and the 2016 ICT in Education Policy(Rwanda Ministry of Education,2016;Wallet and Kimenyi,2019);the latter is currently under review(Buningwire,2022).Rwanda started implementing the One Laptop Per Child programme in 2008 in selected primary schools;it is

254、estimated that 275,000 laptops had been distributed by 2020(IGIHE,2020).However,these laptops were no longer useful,as a contract to update digital learning materials on them was incompatible with the competence-based curriculum that had come into effect in the meantime(Rwanda Office of the Auditor

255、General,2020).A plan to replace some of the more expensive XO computers of the One Laptop Per Child programme with locally produced devices ran into problems:ICT company Positivo BGH was commissioned in 2014 to provide 150,000 computers annually but the government reduced the target to 40,000 units

256、in 2017 due to lack of funding.The agreement was not renewed in 2020(Iliza,2022).The government aims to provide every teacher with a laptop;one in eight teachers had been reached by 2021(Ndayambaje,2023).Several projects have focused on improving school computer facilities.The Smart Classroom progra

257、mme was launched in 2016.The Rwanda Education Board specified there should be sufficient space for 50 computers and a smart screen projector for video conferencing in each smart classroom,at a cost of about USD 45,000 each(Rwanda Ministry of Education,2016;Sabiiti,2019).Despite the high cost,and a m

258、assive conventional classroom construction effort taking place in parallel,significant progress was made.In 2020/21,10%of primary and 45%of secondary schools had smart classroom settings(Rwanda Ministry of Education,2022);the target for secondary was 88%by 2024(Nsanzimana,2022).Progress in rural are

259、as may be impeded by the fact that 45%of schools in rural areas are not connected to the electricity grid(Giga,2021).Rwanda is one of the few African countries to provide wide 4G coverage.In total,32%of primary schools,53%of secondary schools,58%of technical and vocational institutes,and all univers

260、ities are connected to the internet(Rwanda Ministry of Education,2022).Some 46%of secondary school students can get online in dedicated computer laboratories(Mugiraneza,2021).But among schools without internet,22%lack access because of the cost(Giga,2021).The African Institute for Mathematical Scien

261、ces and the College of Education collaborated to develop curriculum-aligned content(World Bank,2022),fulfilling the aim of the Education Sector Strategic Plan 2018/19 to 2023/24 to develop digital content and integrate ICT in teaching and learning(Rwanda Ministry of Education,2018).Digital textbooks

262、 are available through the open-access platform Shupavu,managed by the Rwanda Education Board.Learners also used Shupavu for access to educational resources during the COVID-19 school closures via YouTube and radio and TV programmes(Pankin,2021).Of the 17 education technology companies active in Rwa

263、nda,10 began their operations in 2020,mostly focusing on content(Laterite,2023).A review of technology use in science and mathematics teaching in Rwandan classrooms,from simulations to videos and smart classrooms,found that it had improved teacher practices and some student abilities,but that lack o

264、f teacher confidence,pedagogical skills and internet access were limiting progress (Adegoke et al.,2023).A child online protection policy was approved in 2019(Davidson et al.,2019;World Bank,2019)and a personal data and privacy protection law adopted in 2021(Rwanda Government,2021).The use of person

265、al mobile phones is banned in classrooms(Niyonzima,2018).The National Cyber Security Authority guides parents and guardians on how to manage childrens online access and has issued a recommendation on screen time(Rwanda National Cyber Security Authority,2022).2023 GLOBAL EDUCATION MONITORING REPORT16

266、1BOX 1.7:SamoaEducation in Samoa has been repeatedly disrupted by emergencies,as has often been the case in other Pacific Island states.In 2019,schools were closed for a long period due to a severe measles outbreak that forced Samoa to prepare for potential school closures,which occurred shortly the

267、reafter with the COVID-19 pandemic(Iosefa,2020).Internet connectivity is not straightforward in Samoa.The installation of undersea fibre cables in 2018 and 2019 expanded internet use in the country(Mayron,2019).Deregulation initially brought costs down(Samoa Ministry of Commerce,Industry and Labour,

268、2022).But dissatisfaction with speed,reliability and affordability,including with the services connecting schools,led the government to buy back ownership of the cable(Pacific Island Times,2022).Satellite-based internet has also been considered to overcome persistent Wi-Fi dead spots(Membrere,2021),

269、despite its higher cost(Sanerivi,2022).Just prior to the COVID-19 pandemic,only 40%of primary and 57%of secondary schools had access to a reliable internet connection(Samoa Ministry of Education,Sports and Culture,2019a).Efforts to improve internet access for learning during the COVID-19 emergency h

270、ad limited results.Mobile broadband was enhanced through agreements with the mobile service providers Digicel and Vodafone.With UNESCO support,Vodafone committed to providing free SIM cards to students for access to learning websites,along with a set amount of free data usage,and to developing and h

271、osting a free student e-learning portal,aligned with school curricula(Fruean,2020;UNESCO,2020).However,the SIM cards did not reach all learners(UIS,2020).After almost one year,less than one third of them had been distributed.Moreover,slow internet speed interfered with uploading learning material an

272、d accessibility of audios,videos and Moodle online(Samoa Ministry of Education,Sports and Culture,2020).School ICT infrastructure has been strengthened in Samoa in the past 20 years(Chan Mow,2008).Primary schools are connected through the PrimaryNet project(Samoa Ministry of Education,Sports and Cul

273、ture,2019a).In 2016,the Asian Development Bank supported the SchoolNet project to also equip secondary schools with digital devices and train teachers and local communities in all districts(ADB,2019).Results included a bank of over 28,000 digital science resources,stronger teacher capacity to use th

274、ese resources for instruction,development of 120 model learning activities linking the resources with the curriculum and learning standards,and 38 school-based learning centres with access to the resources offline.While the original intention was to use open education resources,the rights to an exis

275、ting international platform were bought instead to benefit from consistent user interface,design and terminology(Strigel,2020).Despite challenges,online distance and flexible blended learning have been embedded into education planning(Samoa Ministry of Education,Sports and Culture,2019b).Moodle was

276、identified as the most suitable learning platform across the education system,drawing on the experience of tertiary institutions(Samoa Ministry of Education,Sports and Culture,2020;Samoa Observer,2022).The National University of Samoa and the University of the South Pacific provided courses through

277、this open-source learning platform to respond promptly to campus closures.During the COVID-19 pandemic,the University of the South Pacific made more than 250 face-to-face courses accessible via Moodle SMS.Its Centre for Flexible Learning provided technical support to both professionals and students(

278、USP,2020).With only one third of Samoans estimated to use the internet on a regular basis,radio and television were identified as the main channels to reach students.Pre-recorded clips were broadcast via the national radio station for pre-primary and primary school students.Videos were made availabl

279、e via the national television channels for all learners.However,plans to rely on alternative television and radio channels were not implemented or were stopped because of lack of capacity(Samoa Ministry of Education,Sports and Culture,2020).As 9 in 10 households own a cell phone compared with 1 in 1

280、0 owning a computer,online educational resources were also made available for free through mobile broadband on the ministrys website(Samoa Ministry of Education,Sports and Culture,2020).17CHAPTER 1 INTRODUCTION1BOX 1.8:SingaporeSingapore has one of the worlds most digitally competitive economies(IMD

281、,2022),with a socioeconomic development model founded on innovation in education and training(Kwek et al.,2020;NCEE,2021).Since 1997,it has launched four master plans on ICT in education,which laid the foundations for developing school ICT infrastructure,enhancing digital solutions,integrating ICT i

282、n curriculum and assessment,and raising technology awareness(Singapore Ministry of Education,2022a).The ICT infrastructure was given a boost by the 2003 outbreak of severe acute respiratory syndrome,which forced education to move fully online(Watermeyer et al.,2022).Introduced in 2017,the digital po

283、rtal Student Learning Space(SLS)facilitates access to curriculum-aligned teaching and learning materials,administration of learning assessments,and monitoring of student progress(NCEE,2021;Singapore Ministry of Education,2022b).The 2019 Education Technology Plan promoted personalized and self-direct

284、ed learning based on digital technology(Singapore Ministry of Education,2022b).Adaptive learning systems facilitate personalization of learning in mathematics and English;in the latter case,an assistant provides personalized feedback on writing.A dashboard feature in SLS helps teachers monitor stude

285、nt performance and plan lessons,while the SLS Community Gallery encourages teachers to share lessons with peers,including through the Singapore Learning Designers Community,which counts 20,000 teachers as members,encouraging exchange of ideas and troubleshooting(Singapore Ministry of Education,2022d

286、).Just before the outbreak of COVID-19,more than two in five learners from lower-income households did not have a computer.Among those who had one,almost half shared it with other family members(Yeung,2020).A study on information literacy showed that children and youth without internet access at hom

287、e tended to be less proficient in selecting and synthesizing information (Majid et al.,2020).Some 12,500 devices were loaned out to ensure all students were connected during the school closure(Min,2020).The COVID-19 pandemic led to the institutionalization of home-based learning(Watermeyer et al.,20

288、22).Since 2021,lower and upper secondary school students have been able to choose to study remotely two days a month.The practice has also been piloted in selected primary schools(NCEE,2021).As a result,all 144,000 secondary students were to be provided with a personal learning device to study from

289、home on a regular basis(Kai,2020;Singapore Ministry of Education,2021a),bringing the target date to the end of 2021 instead of 2028 as originally planned(Singapore Ministry of Education,2022d).Primary students learn computational thinking and simple coding through the Code for Fun programme.Secondar

290、y students can expand computational thinking skills through the mathematics curriculum and develop an understanding of emerging technology,including artificial intelligence(Singapore Ministry of Education,2020a,2020b).The latest curriculum review gave more space to socioemotional competencies,taking

291、 into account the increased exposure to digital spaces.Starting in 2022,the time allocated to cyber wellness was doubled to four hours a week(Teng,2020).In the character and citizenship education class,primary and secondary students learn how to identify mental health symptoms and distress caused by

292、 exposure to digital spaces,overuse of social media and access to inappropriate content.They are taught to assess coping mechanisms and support services,and are encouraged to promote a peer-support structure to better help each other(Singapore Ministry of Education,2020b,2021b).Students are directed

293、 to take responsibility for their online well-being and parents are advised to make screen time predictable,especially during home-based learning(Singapore Ministry of Education,2018;2021c).In higher education,the campusX initiative of the Singapore University of Technology and Design experiments wi

294、th sensor networks in classrooms to gather data from eye trackers and wearables to provide live feedback to teachers and students through games,robots and chatbots.In another experimental programme involving first-year students,video and voice analytics were used to analyse engagement,while virtual

295、reality and data analytics were used to encourage and monitor engagement with peers attending the programme from China(Singapore Ministry of Education,2022d).2023 GLOBAL EDUCATION MONITORING REPORT181BOX 1.9:UruguayUruguay began restructuring its public sector after a financial crisis in the early 2

296、000s.Digital technology was identified as a key driver of national economic development.Education modernization was a core reform in the second half of the decade(Zucchetti et al.,2020).Plan Ceibal,the national digital education plan,was launched in 2006,with high-level political support for couplin

297、g technological innovation with social justice(Hinostroza et al.,2011;Larrouqu,2017).In 200709,Uruguay became the first country to implement the One Laptop Per Child programme nationwide and also connected all schools to the internet.Two thirds of 6-to 13-year-olds from the poorest households had a

298、computer exclusively through the programme(Ceibal,2022a;Plan Ceibal,2017).Students have since progressively received better tablets and advanced digital devices(Plan Ceibal,2017).Unlike most countries,Uruguay evaluated the impact of this investment in devices,which was found to not have improved lea

299、rning in reading and mathematics(de Melo et al.,2017).Another study found that the programme increased neither education attainment nor the share of science and technology students in higher education(Yanguas,2020).In response to these findings,Plan Ceibal shifted its emphasis(Plan Ceibal,2020;Sever

300、in,2016)from inputs to pedagogy(Mateu et al.,2018).In 201012,it turned its attention to computer use,notably through its Crea platform and teacher support.In 201319,the focus shifted to transforming teaching practice through initiatives focusing on interdisciplinary projects and cross-cutting compet

301、encies,such as global citizenship.Since 2020,Plan Ceibal has further emphasized communication with teachers and coordination with the national education system while investing in infrastructure to support blended learning(Plan Ceibal,2021).Software was made available through Crea to solve the proble

302、m of videoconferencing consuming one gigabyte per hour when mobile plans offered only three gigabytes per month;this was a key part of the response during the COVID-19 pandemic(Milder,2022).The initiative Ceibal en casa,reached 85%of primary and 90%of secondary school students,with poorer students i

303、nternet data usage being free of charge(Ripani,2022).The Plan Ceibal infrastructure has also been used to address the shortage of qualified teachers in two subjects.First,Ceibal en Ingles was introduced in 2012 in response to the introduction of English as a compulsory primary school subject in 2008

304、(Canale,2019).Blended remote teaching,whereby expert teachers collaborated,alternated with and mentored in-classroom teachers via videoconferencing and a learning platform,was the programmes core feature(Banegas,2013).Practice was supported by digital tools,such as games,and standard resources,infor

305、med by feedback and improved by teacher training that focused on overcoming the diversity of language abilities in classrooms(Stanley,2019).Participating students obtained similar results as children in the face-to-face programme(Banegas and Brovetto,2020).Second,in 2017,computational thinking was i

306、ntroduced in grades 4 to 6(Fowler and Vegas,2021),reaching some 50,000 students,mostly in urban areas(ANEP and Ceibal,2022).The programme is provided by remote instructors and facilitated by in-class teachers(Fowler and Vegas,2021;Zucchetti et al.,2020).It was also piloted through extracurricular pr

307、ojects in secondary education.But results from the 2018 International Computer and Information Literacy Study showed that grade 8 students performed below participating countries average(Fraillon et al.,2019).While 56%of students from the richest quintile of the population could perform simple ICT-r

308、elated activities,only 11%from the poorest quintile could do so(Ceibal and INEEd,2022),the highest gap among participating countries.Originally placed outside government structures(Larrouqu,2013),Plan Ceibal was relocated under the Presidency in 2010 and ultimately under the Ministry of Education an

309、d Culture following the 2020 Law of Urgent Consideration.This institutional change is seen as a long-overdue rationalization(Uruguay Parliament,2020),although some believe it increases exposure to private sector influence(Bordoli and Conte,2020;Education International,2021),a recurring theme in tech

310、nology in education debates.It was rebranded as Ceibal in 2022.Fundacin Ceibal,established in 2014,conducts research to guide Ceibal but also to influence the region,through the Alliance for the Digitalization of Education in Latin America(ADELA,2022;Ripani,2022).Ceibal has used platforms not to rep

311、roduce traditional modes of education but to innovate in the curriculum(Reich and Ito,2017;Rivas,2023;Ruiz-Calleja et al.,2018).Analysis of the 2020 Aristas national assessment found that,after controlling for socioeconomic status,the use of Ceibal platforms,such as Crea,was associated with better l

312、earning outcomes(INEEd,2021).It has been notable for its emphasis on serving the most marginalized first.However,it has not resolved education challenges in the country.The upper secondary completion rate increased from 35%in 2000 to just 42%in 2020,compared with 63%in Latin America and the Caribbea

313、n and 88%in other high-income countries.Only 21%of the poorest quintile of youth,and as little as 13%among the poorest boys,finish upper secondary school.19CHAPTER 1 INTRODUCTION1GUIDE TO THE REPORTThe thematic part of the report is split into three sections.Chapters 2-6 identify major education cha

314、llenges,asking whether and how technology can help overcome them.Chapter 2 focuses on equitable and inclusive access to education for disadvantaged groups populations living in remote areas,affected by displacement or emergency,with a disability or constrained by time through technology,including ra

315、dio,television,mobile phones and online learning.The COVID-19 pandemic was a natural experiment that tested the capacity of distance education,especially among the disadvantaged populations for whom technology is meant to provide a solution.Chapter 3 looks at equitable and inclusive access to conten

316、t and resources and the question of how knowledge can reach more learners in appealing and cheaper formats.The open education movement has emerged in response to the cost of content and commercialization of previously free content and platforms.Resources can be remixed,redistributed,repurposed,trans

317、lated and localized.Yet despite the advantages of open resources,there are obstacles to large-scale adoption.Chapter 4 examines how technology can improve quality in teaching and learning basic skills by offering two broad types of opportunities.First,it can improve instruction by addressing quality

318、 gaps,increasing available time and opportunities to practise,and personalizing instruction.Second,it can engage learners by varying how content is represented,stimulating interaction and prompting collaboration.However,technology can also be a source of challenges in classrooms.Chapter 5 focuses on

319、 how technology can improve quality in delivering digital skills,which form part of a new set of basic skills,at least in richer countries:information and data literacy,communication and collaboration,digital content creation,safety,and problem-solving.It is a major challenge for education systems t

320、o manage new and continuously evolving objectives related to technology,especially when many learners acquire these skills outside school settings.Chapter 6 reviews technologys contribution to making education management more efficient and effective.Education systems continually require more data,wh

321、ich technology can help handle.Yet,education management information systems struggle with their capacity to integrate and analyse data,preventing their use for better education management.Computer-based assessments and computer adaptive testing also provide new opportunities,which are still not full

322、y exploited.After the first section has explored the potential of education technology to address major education challenges,Chapters 7-9 ask what conditions will ensure that this potential is fulfilled.Chapter 7 asks how education systems can ensure that all learners have access to technology resou

323、rces.It reviews access to electricity,hardware,software and the internet.It also explores the types of evidence that underpin government decisions on where to invest and the extent to which procurement decisions take economic,social and environmental sustainability into account.Chapter 8 addresses h

324、ow education systems can protect learners from the adverse consequences of technology use.Learners face risks related to content,contact and conduct,which spill over to education.Legislation and policies are being developed to promote standards,regulation and legal protection for privacy,security an

325、d safety,which is challenging in a context where the governance of education technology is fragmented.Chapter 9 deals with the question of how education systems can support all teachers in using and dealing with technology effectively in their practice.Teachers face major and increasing demands to e

326、ngage with technology in education and develop related competencies.Barriers to teachers technology use relate to their access to technology,their beliefs about pedagogy and technology,and the support they receive from schools and education systems.At the same time,technology can be used to transfor

327、m teacher training and teachers opportunities to interact with peers.Finally,Chapter 10 addresses a subject that merits further exploration:Rather than only looking at the impact of technology on education,as the bulk of the report does,it looks at the impact of education on technology.Education is

328、the foundation of technological development.As the science,technology,engineering and mathematics(STEM)umbrella term suggests,education systems play a major role in the transfer,absorption and development of technology in every country.The chapter reviews selected issues,such as the inclusion of tec

329、hnology as a subject in curricula,policies to promote STEM education and the evolving role of higher education as a pillar of national technological development.The monitoring part of the report consists of Chapters 11-22.A short introductory chapter reviews recent developments in SDG 4 progress mon

330、itoring,2023 GLOBAL EDUCATION MONITORING REPORT201including the national SDG 4 benchmarking process.The next 10 chapters provide updates on progress towards each of the SDG 4 targets,in a few cases reflecting on the interrelationship between education and technology.For example,Chapter 19 considers

331、the application of construction,energy and transport technology in education.Each chapter pays particular attention to a midterm review,even though COVID-19 has disrupted education development and critical data are yet to emerge that could help assess this medium-term impact.The last chapter is dedi

332、cated to the evolution of education financing.RECOMMENDATIONSDigital technology is becoming ubiquitous in peoples daily lives.It is reaching the worlds most distant corners.It is even creating new worlds,where the lines between the real and the imaginary are harder to discern.Education cannot remain

333、 unaffected,although there are calls to protect it from the negative influences of digital technology.However,this is a major challenge,as technology appears in multiple forms in education.It is an input,a means of delivery,a skill and a planning tool,and provides a social and cultural context,all of which raise particular questions and issues.It is an input:Ensuring the provision,operation and ma