The United Nations Educational, Scientific and Cultural Organization (UNESCO) recently presented the Global Education Monitoring Report 2023, titled ‘Technology in Education: A Tool on Whose Terms.’ The report advocates for a ban on smartphones in schools, citing that technology integration does not necessarily result in improved learning.
Key Highlights of the Report
This section outlines a few pivotal aspects discussed in the report.
Rationale for Restricting Smartphone Usage
The report emphasized that students’ proximity to mobile devices tends to distract them, negatively impacting their learning. This observation was seen across 14 countries, but only a quarter of these have enforced bans on smartphone use in schools. The report references studies showing that higher screen time is linked with poorer well-being, including reduced curiosity, self-control, emotional stability, and increased anxiety and depression among young people aged between 2 to 17 years.
Inequity in Access
The sudden shift to online learning during the Covid-19 pandemic excluded at least half a billion students worldwide. This disproportionately affected those from poor socio-economic backgrounds and rural areas, leading to a greater digital divide.
Limited Adaptation of Digital Technology
Rapid technological advancements are pressuring education systems to stay updated. Skills like digital literacy and critical thinking become essential, especially with AI’s amplifying influence. Yet, adaptation efforts are still underway, with limited countries having set skills and AI curricula.
Data Privacy Concerns
Despite the prevalence of children’s data exposure, only 16% of countries explicitly protect data privacy in education by law. One analysis found that almost 89% of the 163 recommended education technology products during the pandemic could survey children. More so, 39 out of 42 governments providing online education during the pandemic endorsed uses that risked or violated children’s rights.
Consideration of Costs
Many nations disregard the long-term financial implications of technology purchases. The Educational Technology (EdTech) market continues to burgeon, while basic education needs remain unmet. Often, technology is introduced to address gaps without considering the impact on national budgets in the long run. The cost of transitioning to basic digital learning in low-income countries and ensuring all schools have internet access in lower-middle-income countries would add 50% to their current financing gap for achieving national SDG 4 targets.
Recommendations from the Report
The report emphasizes the need for evidence concerning technology’s effectiveness in learning to facilitate informed policymaking. It urges that technology should aid learning experiences and foster students and teachers’ well-being instead of replacing physical, teacher-led instruction. The right to education is becoming increasingly linked to meaningful connectivity, which demands setting benchmarks to connect all schools to the internet by 2030, especially focusing on marginalized communities. Moreover, it is vital to consider the long-term costs of integrating technology in education.
About UNESCO
UNESCO is an exclusive agency of the United Nations (UN) that promotes peace through global cooperation in Education, Sciences, and Culture. Operating as a member of the United Nations Sustainable Development Group (UNSDG), it has more than 50 field offices around the world. UNESCO has 194 members and 12 associate members, with its headquarters located in Paris. Its governance involves the General Conference and the Executive Board. Notably, three UNESCO member states – the Cook Islands, Niue, and Palestine – are not UN members, while two UN members, Israel and Liechtenstein, are not UNESCO members.
