Pandemic's Impact On Education
The COVID-19 pandemic forced a swift pivot to remote online education, often hailed as the ideal solution to educational disruptions. This belief in technology solutionism – the idea that internet technologies can readily solve problems – has been prevalent in education, but it's vital to scrutinize its effectiveness critically.
The COVID-19 pandemic has left a deep and lasting impact on the global education system. Research indicates a significant delay in academic recovery following the pandemic. A Harvard Graduate School of Education study found that affected students recovered only 20-30% of the lost ground in the first year but then made no further recovery in the subsequent three to four years.
The Education Recovery Scorecard, a joint effort by researchers at Harvard University's Center for Education Policy Research (CEPR) and Stanford University's Educational Opportunity Project, provides an insightful and comprehensive analysis of the pandemic's impact on student learning. The research team analyzed data from 8,000 communities across 40 states and Washington, D.C. The data encompassed a range of variables, including 2022 NAEP scores, Spring 2022 assessments, COVID death rates, voting rates, trust in government, patterns of social activity, and survey data from Facebook/Meta on family activities and mental health during the pandemic. This extensive data collection enabled a holistic view of the pandemic's multifaceted impact on education.
Thomas Kane, CEPR faculty director, highlighted that resuming learning at the pre-pandemic pace is not sufficient.
“The hardest hit communities where students fell behind by more than 1.5 years in math — have to teach 150 percent of a typical year’s worth of material for three years in a row — just to catch up. That is simply not going to happen without a major increase in instructional time.
“Schools were not the sole cause of achievement losses,” Kane said. “Nor will they be the sole solution. As enticing as it might be to get back to normal, doing so will just leave the devastating increase in inequality caused by the pandemic in place. We must create learning opportunities for students outside of the normal school calendar.
Understanding the Tragic Arc of Ed-Tech in the Pandemic
The COVID-19 pandemic forced a swift pivot to remote online education, often hailed as the ideal solution to educational disruptions. This belief in technology solutionism – the idea that internet technologies can readily solve problems – has been prevalent in education, but it's vital to scrutinize its effectiveness critically.
A UNESCO report highlighted a growing but misleading consensus that the education sector 'advanced' or 'leapfrogged' to a better future through rapid technology deployment. Contrary to this, evidence suggests that education became less accessible, effective, and engaging when it shifted from in-person to technology-exclusive modes. The idea that ed-tech is central to rebuilding education deserves scrutiny. This 'tragic' pivot signifies a regression, not the progression it's often portrayed as.
While the potential for technology to enhance education exists, the pandemic experience has revealed its limitations. For many students, technology-based solutions were either non-starters or failed to sustain. Moreover, this shift accelerated the transfer of authority from teachers and communities to private, for-profit entities, raising concerns about censorship, data privacy, and surveillance in education.
Reassessing the Role of EdTech Post-Pandemic
The Brookings Institution's commentary on post-COVID-19 education technology highlights a critical perspective: the missed opportunity for transformative change within the sector. Despite significant technological advancements, many educational systems reverted to traditional methods after the pandemic rather than embracing the potential for a more profound transformation. This return to the status quo has raised questions about whether technology integration in education has truly fulfilled its promise.
After an extensive review of the evidence showing how ed-tech interventions are effective in improving student learning in low- and middle-income countries, we concluded that ed tech is most effective when it complements, not substitutes, the work of teachers.
The Need for Complementary Educational Tools
This understanding leads us to a crucial realization: while the market is with educational tools designed to replace or assert superiority over traditional teaching methods, such an approach is fundamentally flawed. Education, particularly in the school setting, is an intricate and multifaceted process that cannot be fully replicated or replaced by technology alone. As a provider of educational technology, it's vital to recognize and respect the indispensable role of school education and private tutoring.
It’s about creating a synergy between technology and traditional teaching methods that amplifies both strengths. Technology should be seen as a facilitator, a tool that teachers can use to diversify and enrich their teaching methods, not as a standalone solution.
Looking ahead, the goal at Mentorus is to create the first platform that connects the private and public education sectors. The goal is not to create an alternative to traditional education but to enrich and extend its capabilities, making learning more accessible, flexible, and tailored to individual needs. This requires working directly with students and parents and building tools that empower teachers to offer the best education for students.
Join the waitlist: https://mentorus.io/
Kommentare