International Research Reveals Expectations And Fears Surrounding Technology In Education
PR93559
DOHA, Qatar, December 8, 2021 /PRNewswire=KYODO JBN/--
New research published today by Economist Impact
[https://impact.economist.com/], and commissioned by Qatar Foundation, has
revealed that most education leaders are making personalized learning a
priority for their schools – and that COVID-19 has accelerated adoption.
However, to ensure personalized learning can reach its full potential, there
needs to be further work to develop new forms of performance metrics, enhance
collaboration between classrooms and ed-tech firms, and secure buy-in from
students and parents.
The report and international survey of hundreds of educators and EdTech
executives, launched at the 2021 WISE Summit in Doha, Qatar, explores how
Covid-19 has impacted attitudes towards personalized learning in the UK and the
US. The report examines how technology can support personalized education, what
its adoption could mean for teachers, and whether it can lead to better
learning outcomes for students.
Its findings also show that while educators feel an increase in ed-tech is
inevitable, funding could affect the quality and effectiveness of the solutions
that schools and universities are able to use, while concerns also surround
student privacy, data usage, and ethical considerations.
"The lockdowns experienced during the COVID-19 pandemic have created an
unprecedented reliance on education technology," said Abeer Al-Khalifa,
President of Qatar Foundation's Pre-University Education, which oversees 13
mainstream and specialized schools.
"This new research commissioned by Qatar Foundation confirms what has been an
almost universal expectation – that the use of technology within education
systems will increase – but that concerns about funding remain. It also
demonstrates a need to ensure that technology is designed around teaching and
learning, rather than the other way round, to avoid adopting tools that are
low-cost but fail to bring us closer to achieving the end goal: improving the
learning experience of students.
"We hope this report is just the start of a conversation about how we can
ensure the EdTech tools that are ultimately used most broadly are designed to
make learning more personalized, rather than an attempt to use software as a
way of increasing productivity."
The report finds that 92% of those surveyed are making the provision of
personalized learning experience a priority in their schools, with almost all
feeling that COVID-19 has accelerated EdTech adoption, and a widespread belief
that school budgets for personalized learning will increase.
The majority of survey participants also feel personalized learning will
benefit low-achieving students more than their high-achieving peers, and those
with disabilities more than those without, while 95% are confident that
personalized learning technologies will help ensure teaching methods are
tailored for the needs of more marginalized students.
However, students and parents are less supportive of personalized learning than
teachers and school administrators, and a quarter of participants said student
pushback has been a prime obstacle to introducing EdTech-enabled personalized
learning. Meanwhile, 98% feel the sudden shift to remote learning during the
pandemic has created too great a focus on the technology aspect of personalized
education, with nearly half of educators being concerned about students
becoming over-reliant on technology, and 61% fearing increased personalized
learning may reduce student-teacher interaction and stunt social development.
The full report is available free for download at
https://www.qf.org.qa/the-economist-intelligence-unit-report/pre-university-education
Qatar Foundation is a non-profit organization established in 1995 that supports
the sustainable development of Qatar through programs and initiatives in
education, research and innovation, and community development.
SOURCE: Qatar Foundation
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