Education and technology: Difference between revisions
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[[India]] is developing technologies that will bypass land-based [[telephone]] and Internet infrastructure to deliver [[distance learning]] directly to its students. In 2004, the [[Indian Space Research Organisation]] launched [[GSAT-3|EDUSAT]], a communications satellite providing access to educational materials that can reach more of the country's population at a greatly reduced cost.<ref>{{cite web|url=http://www.isro.org/satellites/edusat.aspx |title=EDUSAT |publisher=[[ISRO]] |accessdate=2013-01-01}}</ref> |
[[India]] is developing technologies that will bypass land-based [[telephone]] and Internet infrastructure to deliver [[distance learning]] directly to its students. In 2004, the [[Indian Space Research Organisation]] launched [[GSAT-3|EDUSAT]], a communications satellite providing access to educational materials that can reach more of the country's population at a greatly reduced cost.<ref>{{cite web|url=http://www.isro.org/satellites/edusat.aspx |title=EDUSAT |publisher=[[ISRO]] |accessdate=2013-01-01}}</ref> |
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=== Open education and electronic technology === |
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{{main|Open education|Educational technology}}In 2012, the modern use of electronic [[educational technology]] (also called e-learning) had grown at 14 times the rate of traditional learning.{{clarify|date=April 2014|over what time period?}}<ref>{{cite web|url=http://www.knewton.com/digital-education/|title=The State of Digital Education Infographic - #edtech #edutech #edu11|publisher=Knewton.com|accessdate=2012-10-24}}</ref> Open education is fast growing to become the dominant form of education, for many reasons such as its efficiency and results compared to traditional methods.<ref>{{cite news|url=http://bits.blogs.nytimes.com/2009/08/19/study-finds-that-online-education-beats-the-classroom/|title=Study Finds That Online Education Beats the Classroom|last=Lohr|first=Steve|date=19 August 2009|work=The New York Times|accessdate=2012-10-24}}</ref> Cost of education has been an issue throughout history, and a major political issue in most countries today. Online courses often can be more expensive than face-to-face classes. Out of 182 colleges surveyed in 2009 nearly half said tuition for online courses was higher than for campus based ones.<ref>{{cite journal|last=Parry|first=M.|date=2010|title=Such a Deal? Maybe Not. Online learning can cost more than traditional education.|url=http://www.chronicle.com/article/Such-a-Deal-Maybe-Not/125103/|journal=The Chronicle of Higher Education|volume=57|issue=11|subscription=true}}</ref> Many large university institutions are now starting to offer free or almost free full courses such as Harvard, MIT and Berkeley teaming up to form [[edX]]. Other universities offering open education are Stanford, Princeton, Duke, Johns Hopkins, Edinburgh, U. Penn, U. Michigan, U. Virginia, U. Washington, and Caltech. It has been called the biggest change in the way we learn since the printing press.<ref>{{cite web|url=http://neurobonkers.com/2012/08/02/the-single-biggest-change-in-the-way-we-learn-since-the-printing-press/|title=Free courses provided by Harvard, MIT, Berkeley, Stanford, Princeton, Duke, Johns Hopkins, Edinburgh, U.Penn, U. Michigan, U. Virginia, U. Washington|date=2 August 2012|publisher=Neurobonkers.com|accessdate=2012-10-24}}</ref> Despite favourable studies on effectiveness, many people may still desire to choose traditional campus education for social and cultural reasons.<ref>{{cite news|url=https://www.theguardian.com/education/2012/oct/01/university-campuses-decline-elearning-students?newsfeed=true|title=Will university campuses soon be 'over'? | Education|date=1 October 2012|work=The Guardian|location=London|author=Harriet Swain|accessdate=2012-10-24}}</ref> |
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The conventional merit-system degree is currently not as common in open education as it is in campus universities, although some [[open universities]] do already offer conventional degrees such as the [[Open University]] in the [[United Kingdom]]. Presently, many of the major open education sources offer their own form of certificate. Due to the popularity of open education, these new kind of academic certificates are gaining more respect and equal "[[Academic capital|academic value]]" to traditional degrees.<ref>{{cite web|url=http://www.good.is/posts/is-the-certificate-the-new-college-degree|title=Is the Certificate the New College Degree? | Jobs on GOOD|date=8 June 2012|publisher=Good.is|accessdate=2012-10-24}}</ref> Many open universities are working to have the ability to offer students standardized testing and traditional degrees and credentials.<ref>Cloete, ElsabeÂ. "Electronic Education System Model." Department of Computer Science and Information Systems in South Africa, 17 Oct. 2000. Web. 3 June 2015.</ref> |
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A culture is beginning to form around distance learning for people who are looking to social connections enjoyed on traditional campuses. For example, students may create [[study groups]], [[Meetup (website)|meetups]] and movements such as [[UnCollege]]. |
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== Sources == |
== Sources == |
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Revision as of 13:59, 15 March 2017
One of the defining features of development today is the relationship between education and technology, stimulated by the spectacular growth in internet connectivity and mobile penetration.[1] We live in a connected world. An estimated 40% of the world’s population now uses the internet and this number is growing at a remarkable rate.[2] While there are significant variations in internet connectivity among countries and regions, the number of households with such links in the global South has now overtaken those in the global North. Moreover, over 70% of mobile telephone subscriptions worldwide are now in the global South.[3] Five billion people are expected to go from no to full connectivity within the next twenty years.[4] However, there are still significant gaps among countries and regions, for example between urban and rural areas. Limited broadband speed and lack of connectivity hamper access to knowledge, participation in society and economic development.[5]
The internet has transformed how people access information and knowledge, how they interact, and the direction of public management and business. Digital connectivity holds promise for gains in health, education, communication, leisure and well-being.[4] Artificial intelligence advances, 3D printers, holographic recreation, instant transcription, voice-recognition and gesture-recognition software are only some examples of what is being tested. Digital technologies are reshaping human activity from daily life to international relations, from work to leisure, redefining multiple aspects of our private and public life.[5]
Such technologies have expanded opportunities for freedom of expression and for social, civic and political mobilization, but they also raise important concerns. The availability of personal information in the cyber world, for example, brings up significant issues of privacy and security. New spaces for communication and socialization are transforming what constitutes the idea of ‘social’ and they require enforceable legal and other safeguards to prevent their overuse, abuse and misuse.[6] Examples of such misuse of the internet, mobile technology and social media range from cyber-bullying to criminal activity, even to terrorism. In this new cyber world, educators need to better prepare new generations of ‘digital natives’[7] to deal with the ethical and social dimensions of not only existing digital technologies but also those yet to be invented.[5]
Education and technology in developing countries
Technology plays an increasingly significant role in improving access to education for people living in impoverished areas and developing countries. Charities like One Laptop per Child are dedicated to providing infrastructures through which the disadvantaged may access educational materials.
The OLPC foundation, a group out of MIT Media Lab and supported by several major corporations, has a stated mission to develop a $100 laptop for delivering educational software. The laptops were widely available as of 2008. They are sold at cost or given away based on donations.
In Africa, the New Partnership for Africa's Development (NEPAD) has launched an "e-school program" to provide all 600,000 primary and high schools with computer equipment, learning materials and internet access within 10 years.[8] An International Development Agency project called nabuur.com,[9] started with the support of former American President Bill Clinton, uses the Internet to allow co-operation by individuals on issues of social development.
India is developing technologies that will bypass land-based telephone and Internet infrastructure to deliver distance learning directly to its students. In 2004, the Indian Space Research Organisation launched EDUSAT, a communications satellite providing access to educational materials that can reach more of the country's population at a greatly reduced cost.[10]
Sources
This article incorporates text from a free content work. Licensed under CC-BY-SA IGO 3.0 (license statement/permission). Text taken from Rethinking Education: Towards a global common good?, 27-28, UNESCO. UNESCO.
References
- ^ Trends in Telecommunication Reform: Transnational aspects of regulation in a networked society. ITU. 2013.
- ^ The world in 2014: Fact and Figures. ITU. 2013.
- ^ Trends in Telecommunication Reform, Special Edition. Fourth-generation regulation. ITU. 2014.
- ^ a b Cohen, J.; Schmidt, E. (2013). The New Digital Age: Reshaping the Future of People, Nations and Business. New York, Knopf.
- ^ a b c Rethinking Education: Towards a global common good? (PDF). UNESCO. 2015. pp. 27–28. ISBN 978-92-3-100088-1.
- ^ Hart, A.D.; Hart, Frejd S. (2013). The Digital Invasion: How Technology Is Shaping You and Your Relationships. Baker Books.
- ^ Prensky, M. (2001). "Digital Natives, Digital Immigrants". On the horizon. 9, No. 5.
- ^ "African nations embrace e-learning, says new report". PC Advisor. 16 October 2012. Retrieved 2012-10-24.
- ^ "nabuur.com". nabuur.com. Retrieved 2013-10-03.
- ^ "EDUSAT". ISRO. Retrieved 2013-01-01.