In our rapidly advancing world, where smartphones have become ubiquitous, a recent report from the United Nations Educational, Scientific, and Cultural Organization (UNESCO) has raised a compelling concern about their excessive use in schools globally.

This issue, highlighted in UNESCO's report titled "Technology in Education: A Tool on Whose Terms?" is of paramount importance, especially to someone like me, deeply immersed in the humanitarian sector and passionate about education.

Released in July 2023, this report urges nations to reassess how technology is integrated into educational settings, emphasizing the importance of a "human-centred vision." This vision advocates for digital technology to be a valuable educational tool without overshadowing the pivotal role of teachers and in-person instruction.

Manos Antoninis, a prominent figure at UNESCO, voiced concerns about data privacy in educational technology. Shockingly, only 16 percent of countries have laws safeguarding data privacy in classrooms, raising alarming questions about the potential misuse of student data. This, as I find deeply troubling, could lead to purposes other than education.

During the COVID-19 pandemic, digital learning exacerbated educational disparities, leaving approximately 500 million students worldwide behind due to the shift to online-only instruction. The report notably highlights an imbalance in online resources, disproportionately favouring Europe and North America. This digital divide disproportionately affected marginalized communities, which I find profoundly disheartening as someone deeply involved in humanitarian work.

UNESCO calls upon countries to establish standards for the responsible use of technology in education. This action aims to ensure that technology complements traditional teaching methods rather than replacing them, focusing on providing quality education for all, regardless of location or socioeconomic background.

Audrey Azoulay, UNESCO's Director-General, stresses the need for technology to enhance learning experiences and the well-being of students and teachers. It should never come at their expense, she emphasizes. As an educator in English as a second language, technology should empower learners and instructors alike.

The report poses critical questions for policymakers and educators. Among these is the appropriate use of technology in the classroom. It is essential to recognize that technology can be a valuable resource, especially for disabled children facing challenges in traditional learning environments.

Manos Antoninis emphasizes the incredible opportunities technology has unlocked for learners. However, he underscores the need to teach children to navigate the digital world responsibly, ensuring that technology complements human interactions in teaching and learning. These insights align seamlessly with my goal of bringing art, language, and people together through education.

The rapid shift to online learning during the pandemic left an estimated 500 million students worldwide behind, primarily those in marginalized, rural communities. The report underscores that access to education is increasingly synonymous with meaningful connectivity, making it crucial for all countries to connect schools to the Internet by 2030, primarily focusing on marginalized communities.

A significant point in the report is the need for more impartial evidence regarding the effectiveness of technology in education. While the digital revolution continues to reshape education, UNESCO emphasizes the importance of digital literacy and critical thinking, especially with the growth of generative AI. This aligns precisely with my interest in innovative approaches to education.

As the world grapples with the evolving educational landscape, UNESCO's report serves as a poignant reminder to balance technology and traditional teaching methods. While technology holds immense potential, its use should enhance the learning experience and prioritize the well-being of students and educators.

This report from UNESCO profoundly resonates with my beliefs as a journalist, humanitarian, and educator. The call for a balanced use of technology in education is not just a necessity but a moral imperative. It is a call to action that I, along with many others deeply involved in journalism and humanitarian work, wholeheartedly support.

As the digital landscape continues to evolve, it is crucial to recognize the nuanced ways technology can empower and potentially harm our educational systems. The report's findings reinforce my commitment to advocating for equitable access to quality education. It also strengthens my belief in the power of technology to enrich students' learning journeys worldwide.

As an educator, I have witnessed firsthand the transformative potential of technology when harnessed responsibly. It is not just a tool; it is an opportunity. An opportunity to bridge gaps, provide resources where lacking, and create inclusive learning environments.

In the realm of humanitarian work, this balanced approach is essential. It ensures that the benefits of technology are not confined to privileged pockets but extended to the most marginalized communities. It aligns perfectly with my goal of bringing art, language, and people together through education.

In the face of the challenges posed by the digital divide, it becomes even more imperative for us to advocate for change. This change involves not just policy shifts but also a societal shift in how we perceive and utilize technology in education.

It is about fostering digital literacy and critical thinking, ensuring that technology becomes a force for good, and enhancing the educational experience without compromising the well-being of our students and teachers.

UNESCO's report serves as a powerful reminder of our collective responsibility. It urges us to tread this digital path mindfully, ensuring that every step we take is aimed at creating a world where education is not just a privilege but a fundamental right accessible to all, irrespective of their geographical location or socioeconomic background.

This vision, where technology and traditional teaching methods coexist harmoniously, is not just a possibility but a necessity we must actively work towards. Together, with a thoughtful approach, we can shape an educational landscape where every learner has the opportunity to thrive and no one is left behind.

Notes

1 UNESCO education report advises appropriate use of technology in schools.