“Available evidence strongly indicates that the bright spots of the ed-tech experiences during the pandemic, while important and deserving of attention, were vastly eclipsed by failure,” the UNESCO report said. The promotion of remote online learning as the primary solution for pandemic schooling also hindered public discussion of more equitable, lower-tech alternatives, such as regularly providing schoolwork packets for every student, delivering school lessons by radio or television - and reopening schools sooner for in-person classes, the researchers said. The UNESCO researchers argued in the report that “unprecedented” dependence on technology - intended to ensure that children could continue their schooling - worsened disparities and learning loss for hundreds of millions of students around the world, including in Kenya, Brazil, Britain and the United States. The report, from UNESCO’s Future of Education division, is likely to add fuel to the debate over how governments and local school districts handled pandemic restrictions, and whether it would have been better for some countries to reopen schools for in-person instruction sooner. It was, according to a 655-page report that UNESCO released on Wednesday, a worldwide “ed-tech tragedy.” Now a report from UNESCO, the United Nations’ educational and cultural organization, says that overreliance on remote learning technology during the pandemic led to “staggering” education inequality around the world.
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Almost overnight, videoconferencing software like Zoom became the main platform teachers used to deliver real-time instruction to students at home. In the United States, school districts scrambled to secure digital devices for students. To many governments and parents, moving classes online seemed the obvious stopgap solution. In early 2020, as the coronavirus spread, schools around the world abruptly halted in-person education.
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