{"id":180689,"date":"2023-07-27T07:49:35","date_gmt":"2023-07-27T11:49:35","guid":{"rendered":"https:\/\/antiguanewsroom.com\/?p=180689"},"modified":"2023-07-27T07:49:35","modified_gmt":"2023-07-27T11:49:35","slug":"unesco-calls-for-global-ban-on-smartphones-in-schools","status":"publish","type":"post","link":"https:\/\/antiguanewsroom.com\/unesco-calls-for-global-ban-on-smartphones-in-schools\/","title":{"rendered":"UNESCO calls for global ban on smartphones in schools"},"content":{"rendered":"
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CMC\u00a0 – <\/span>The United Nation\u2019s education, science and culture agency, UNESCO, is urging Caribbean countries to be part of a global ban on the use of mobile phones in schools.\u00a0<\/span><\/p>

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A New UN report\u00a0is raising concerns about the excessive use of smartphones and its impacts on learning.<\/p>\n

The UNESCO report on technology in education urges countries to carefully consider how technology is used in schools and emphasises the need for a \u201chuman-centred vision\u201d where digital technology serves as a tool rather than taking precedence.<\/p>

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UNESCO\u2019s\u00a0Director of the Global Education Monitoring, Manos Antoninis, is also warning of the danger of data leaks in educational tech, as only 16 per cent of countries guarantee data privacy in the classroom, by law.<\/p>

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\u201cWe know that vast amounts of data are being used without the appropriate regulation, so this data ends up being used for other non-educational purposes, commercial purposes and that\u2019s of course a violation of rights that needs to be regulated.\u201d<\/p>\n

The UNESCO report also highlights the disparities created by digital learning.<\/p>

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It noted that during the COVID-19\u00a0\u00a0pandemic, half a billion students worldwide were left out due to the shift to online-only tuition.<\/p>\n

Geographically, the report noted a significant imbalance in online resources favouring Europe and North America.<\/p>

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UNESCO is urging countries to set their own standards for the way technology is designed and used in education such that it never replaces in-person, teacher-led instruction and supports the shared objective of quality education for all.<\/p>

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\u201cThe 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,\u201d warned UNESCO Director-General Audrey Azoulay.<\/p>\n

\u201cIts use must be for enhanced learning experiences and for the well-being of students and teachers, not to their detriment.\u201d<\/p>\n

The report,\u00a0\u201d Techonology in education: A tool on whose terms?\u00a0was launched at an event in \u00a0Uruguay hosted by UNESCO and the Ministry of Education and Culture of that country with additional support from the Ceibal Foundation and 18 ministers of education from around the world.<\/p>\n

It proposes four questions that policymakers and educators should reflect upon as educational technology becomes increasingly accessible and utilised around the globe.<\/p>\n

The first question focuses on the appropriate use of technology in class. Disabled children who may struggle in a traditional, in-person setting may also benefit from the option of technological assistance.<\/p>\n

\u201cThe opportunities it has opened up are incredible, and we are always amazed by the new windows this opens for learners,\u201d said Antoninis, who is responsible for producing the report.<\/p>\n

\u201cWe need to learn about our past mistakes when using technology in education so that we do not repeat them in the future.<\/p>\n

We need to teach children to live both with and without technology; to take what they need from the abundance of\u00a0information, but to ignore what is not necessary; to let technology support, but never supplant human interactions in teaching and learning,\u201d he added.<\/p>\n

The rapid shift to online learning during the COVID-19 pandemic left out an estimated 500 million students worldwide, mostly affecting those in marginalised, rural communities.<\/p>\n

The report underlines that the right to education is increasingly synonymous with the right to meaningful connectivity, yet one in four primary schools do not have electricity.<\/p>\n

It calls for all countries to set benchmarks for connecting schools to the Internet between now and 2030, and for the primary focus to remain on these marginalized communities.<\/p>\n

UNESCO notes that there\u2019s a lack of impartial evidence concerning the added value of tech.<\/p>\n

It notes that most evidence comes from the United States, where the What Works Clearinghouse pointed out that less than two per cent of education interventions assessed had \u201cstrong or moderate evidence of effectiveness\u201d.<\/p>\n

UNESCO argues that the evolution of technology is putting strain on education systems to adapt and that digital literacy and critical thinking are increasingly important, particularly with the growth of generative artificial intelligence (AI).<\/p>\n

Additional data in the report shows that this adaptation movement has begun with 54 per cent of countries surveyed have outlined skills they want to develop for the future, but only 11 out of 51 governments surveyed have curricula for AI.<\/p>\n

\u201cLet\u2019s not forget that to be able to navigate the digital world, we don\u2019t necessarily need very sophisticated skills.<\/p>\n

Those who have the best reading skills are those least likely to be duped by a phishing email, for instance,\u201d said \u00a0Antoninis.<\/p>\n

Moreover, teachers also need appropriate training yet only half of countries currently have standards for developing educators\u2019 information and communication technology skills.<\/p>\n

Even fewer have teacher training programmes covering cybersecurity, despite five per cent of ransomware attacks targeting education.<\/p>\n

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CMC\u00a0 – The United Nation\u2019s education, science and culture agency, UNESCO, is urging Caribbean countries to be part of a global ban on the use of mobile phones in schools.\u00a0 A New UN report\u00a0is raising concerns about the excessive use of smartphones and its impacts on learning. The UNESCO report on technology in education urges […]<\/p>\n","protected":false},"author":12,"featured_media":180695,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[7],"tags":[],"class_list":["post-180689","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-regional"],"yoast_head":"\nUNESCO calls for global ban on smartphones in schools - Antigua News Room<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/antiguanewsroom.com\/unesco-calls-for-global-ban-on-smartphones-in-schools\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"UNESCO calls for global ban on smartphones in schools\" \/>\n<meta property=\"og:description\" content=\"CMC\u00a0 – The United Nation\u2019s education, science and culture agency, UNESCO, is urging Caribbean countries to be part of a global ban on the use of mobile phones in schools.\u00a0 A New UN report\u00a0is raising concerns about the excessive use of smartphones and its impacts on learning. 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