![]() ![]() Unesco said in the report that countries needed to ensure they had clear objectives and principles in place to ensure digital technology in education was beneficial and avoided harm, both to individual students’ health, and more widely to democracy and human rights, for instance through invasion of privacy and stoking of online hatred.Įxcessive or inappropriate student use of technology in the classroom and at home, whether smartphones, tablets or laptops, could be distracting, disruptive and result in a detrimental impact on learning, it said. Online connections are no substitute for human interaction.” Keep the needs of the learner first and support teachers. She added: “Its use must be for enhanced learning experiences and for the wellbeing of students and teachers, not to their detriment. “The digital revolution holds immeasurable potential but, just as warnings have been voiced for how it should be regulated in society, similar attention must be paid to the way it is used in education,” said Unesco’s director general, Audrey Azoulay. ![]() “Those urging increasing individualisation may be missing the point of what education is about,” it said. ![]() With more learning moving online, especially in universities, it urged policymakers not to neglect the “social dimension” of education where students receive face-to-face teaching. Just because something can be done does not mean it should be done,” it concluded. Unesco warned policymakers against an unthinking embrace of digital technology, arguing that its positive impact on learning outcomes and economic efficiency could be overstated, and new was not always better. It said its call for a smartphone ban sent a clear message that digital technology as a whole, including artificial intelligence, should always be subservient to a “human-centred vision” of education, and never supplant face-to-face interaction with teachers. ![]()
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