Top 7 Educational technology Impacts in Remote Classrooms in 2023
Institutions could do more to support the shift, but research shows that faculty and students are eager to continue using new classroom educational technologies adopted during the pandemic.
Beginning in the spring of 2020, the COVID-19 pandemic compelled the majority of students enrolled in higher education to immediately switch to remote learning. Teachers have adopted hybrid models of online and in-person activities as a complement to video lectures and to engage students in the virtual classroom. Learning, teaching, and assessment were altered in ways by these tools that may continue after the pandemic. Investors have paid attention. In 2020 and 2021, educational technology start-ups raised record amounts of venture capital, and market valuations for larger players skyrocketed.
Educational technology has helped students continue learning despite the lockdown at schools, opening up new opportunities for scaling education. However, it is still difficult to predict how technology will affect education. Because education is a legacy industry, it can take years or even generations to make significant operational and methodological changes. Despite the fact that tech-enabled education has the potential to transform the educational experience, it comes with a number of drawbacks, among them concerns about privacy and the misuse of technology, high initial costs for educational establishments, accessibility issues, and a lack of training. Along with the adoption of technology in the area, these obstacles will need to be removed.
1.Lack of internet facility:
There are numerous ways that a student’s academic performance can suffer as a result of a lack of internet access. Students who do not have access to the internet are unable to communicate with teachers or classmates, conduct independent research, or receive online homework assistance. For families, not having internet access can mean missing out on information or losing contact with schools and teachers. The internet has only fueled the fire. Approximately 70% of teachers assign homework that necessitates the use of the internet. Approximately 65% of students use the internet to complete homework, which includes research, assignment submission, emailing teachers, and online collaboration with classmates. But what does this mean for students who do not have access to the internet at home?
2.Lack of exposure
According to a new report released today, all students need to experience the world of work, particularly future work, long before they leave school.
According to the most recent Mitchell Institute report, Connecting the Worlds of Learning and Work, collaboration with industry and the community is critical to better preparing children and young people for future work and life. And governments must take the lead in ensuring this happens. Jobs in the digital age are changing at an unprecedented rate, as are the skills and capabilities required to do them.
3.Lack of teachers
According to the Right to Education Act of 2009, one teacher should be assigned to every 30 students. However, according to data tabled in the Lok Sabha by the human resources development minister on December 5, 2016, as many as 18% of teacher positions in government-run remote learning platforms and 15% in secondary schools are vacant nationwide. A million teaching positions in elementary schools and 100,000 in secondary schools are unfilled.
The number of single-teacher schools in the country is also in short supply. In 11% of our primary schools, there is only one teacher.
In India, 80% of children aged 14 to 18 reported lower levels of learning than when physically present at school. Similarly, 69% of parents of primary school children in Sri Lanka reported that their children were learning “less” or “a lot less.” Girls, children from low-income families, and children with disabilities faced the most difficulties while learning remotely. “In a region with low connectivity and device affordability, school closures in South Asia have forced hundreds of millions of children and their teachers to transition to remote learning,” said George Laryea-Adjei, UNICEF Regional Director for South Asia. “Even if a family has access to technology, children do not always have access to it.” Children have suffered significant learning setbacks.
Many governments in developing countries lack either the financial resources or the political will to meet the educational needs of remote learning platforms. As a result, in some low-income countries, poor parents have organised and paid for their children’s education themselves. It is true that school fees and other user payments are a significant financial burden for some parents. However, when compared to the alternative children receiving no education at all such payments may represent a temporary, if less than ideal, solution to the problem. And so the students from remote area cannot have even money to get quality education.
The students in the remote area could only passably solve simple problems. The higher the class in which students were taught Mathematical knowledge and skills in grammar school, the worse their mastery of Mathematical concepts and skills. One important reason could be that mathematical knowledge and skills are not sufficiently tested. Mathematics final secondary school examinations are no longer required. As a result, training in mathematical concepts and skills is required at the start of the educational studies.
7.Less motivating sources
According to new data from the Schools Infection Survey, more than 40% of parents of primary school students and 38% of parents of secondary school students thought remote learning was ‘difficult’ or’very difficult’ for their child (SIS). Struggling with motivation’ was cited as the most significant barrier to learning at home by 39% of primary school students’ parents, 44% of secondary school students’ parents, and 55% of secondary school students themselves. Teachers’ main concern about providing remote education was a lack of student engagement (69% in primary and 74% in secondary).