Technology in education: A TOOL ON WHOSE TERMS?（Ⅱ） 译题：技术运用于教育：谁来做主？（二）Product by UNESCO 联合国教科文组织

KEY MESSAGES

The fast pace of change in technology is putting strain on education systems to adapt.

Countries are starting to define the digital skills they want to prioritize in curricula and assessment standards.Globally， 54% of countries have digital skill standards but often these have been defined by non-state， mostly commercial， actors.

Many students do not have much chance to practise with digital technology in schools. Even in the worlds richest countries， only about 10% of 15-year-old students used digital devices for more than an hour per week in mathematics and science.

Teachers often feel unprepared and lack confidence teaching with technology. Only half of countries have standards for developing teacher ICT skills. While 5% of ransomware attacks target education， few teacher training programmes cover cybersecurity.

Various issues impede the potential of digital data in education management. Many countries lack capacity： Just over half of countries use student identification numbers. Countries that do invest in data struggle： A recent survey among UK universities found that 43% had trouble linking data systems.

Online content has grown without enough regulation of quality control or diversity.

Online content is produced by dominant groups， affecting access to it. Nearly 90% of content in higher education repositories with open education resource collections was created in Europe and Northern America; 92% of content in the OER Commons global library is in English. Massive open online courses （MOOCs） mainly benefit educated learners and those from richer countries.

Higher education is adopting digital technology the fastest and being transformed by it the most. There were over 220 million students attending MOOCs in 2021. But digital platforms challenge universities role and pose regulatory and ethical challenges， for instance related to exclusive subscription deals and to student and personnel data.

Technology is often bought to plug a gap， with no view to the long-term costs ...

... for national budgets. The cost of moving to basic digital learning in low-income countries and connecting all schools to the internet in lower-middle-income countries would add 50% to their current financing gap for achieving national SDG 4 targets. Money is not always well spent： Around two-thirds of education software licences were unused in the United States.

... for childrens well-being. Childrens data are being exposed， yet only 16% of countries explicitly guarantee data privacy in education by law. One analysis found that 89% of 163 education technology products recommended during the pandemic could survey children. Further， 39 of 42 governments providing online education during the pandemic fostered uses that risked or infringed on childrens rights.

... for the planet. One estimate of the CO2 emissions that could be saved by extending the lifespan of all laptops in the European Union by a year found it would be equivalent to taking almost 1 million cars off the road.

CAN TECHNOLOGY HELP SOLVE THE MOST IMPORTANT CHALLENGES IN EDUCATION？

What are the most important challenges in education？ As a basis for discussion， consider the following three challenges： Equity and inclusion、 Quality、 Efficiency.

译文

主要信息

技术的快速更新换代给教育系统带来了适应压力。

各国开始定义他们希望在课程和评估标准中优先考虑的数字技能。在全球范围内，54%的国家有数字技能标准，但这些标准通常是由非国家行为体（主要是商业行为体）定义的。

许多学生在学校没有太多机会实践数字技术。即使在发达国家中，也只有大约10%的15岁学生每周在学习数学和科学课程时使用数字设备超过一小时。

教师常常感到没有准备好，缺乏使用技术教学的信心。只有一半的国家制定了发展教师通信技术技能的标准。以教育为目标的勒索软件约有5%，但涉及网絡安全防护的师资培训项目凤毛麟角。

各种问题阻碍了数字化数据在教育管理中发挥潜力。许多国家都缺乏能力：仅有一半以上的国家使用学生身份认证码。在数据方面进行投资的国家都在苦苦挣扎：最近在英国大学中的一项调查发现，43%的大学在连接数据系统方面存在问题。

在线内容在没有足够的质量控制或多样性监管的情况下增长。

在线内容是由占主导地位的群体制作的，这影响了人们对内容的获取。在拥有开放教育资源的高等教育资源库中，近90%的内容是由欧洲和北美创建的；OER Commons全球图书馆中92%的内容为英文。大规模开放在线课程（MOOCs）的主要受益者为受过教育的学习者和来自较发达国家的学习者。

高等教育采用数字技术的速度最快，被数字技术改造的程度也最大。2021年，超过2.2亿名学生参加了大规模开放在线课程的学习。但数字平台给大学带来了监管和道德方面的挑战，例如与独家订阅协议以及学生和人事数据相关的挑战。

购买技术往往是为了填补空白，而没有考虑长期成本。

对国家预算而言的长期成本。低收入国家转向基础数字化学习以及中低收入国家将所有学校接入互联网的成本高昂，将使这些国家实现国家可持续发展目标4下具体目标的当前资金缺口增加50%。资金并不总是用得其所：在美国，大约三分之二的教育软件还没有被许可使用。

对儿童心理健康而言的长期成本。儿童数据正在遭到泄露，但只有16%的国家通过法律明确保障教育中的数据隐私。一项分析发现，在新冠疫情期间推荐的163种教育技术产品中，有89%的产品可以调查儿童的情况。此外，在新冠疫情期间提供在线教育的42个国家政府中，有39个有可能助长了侵犯儿童权利的软件使用。

对地球而言的长期成本。据估计，如果将欧盟所有笔记本电脑寿命延长一年，将相当于每年减少近100万辆汽车的二氧化碳排放量。

技术能否有助于解决教育中最重要的挑战？

教育领域最重要的挑战是什么？请考虑三个挑战作为讨论的基础：公平和包容、质量、效率。