Education Technology

The Association for Educational Communications and Technology (AECT) has defined educational technology as "the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources".It denotes instructional technology as "the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning". As such, Educational technology refers to various valid and reliable applications of educational science, such as equipment, as well as processes and procedures that are derived from scientific research, and in a given context may refer to theoretical, algorithmic or heuristic processes: it does not necessarily refer only to physical technology. Educational technology is the process of integrating technology into education in a positive manner that promotes a more diverse and inclusive learning environment, enabling students to develop both technological literacy and subject-specific knowledge alongside their regular academic assignments.

Accordingly, there are several discrete aspects to describing the intellectual and technical development of educational technology:

Educational technology as the theory and practice of educational approaches to learning.

Educational technology as technological tools and media, for instance massive online courses, that assist in the communication of knowledge, and its development and exchange. This is usually what people are referring to when they use the term "edtech".

Educational technology for learning management systems (LMSs), such as tools for student and curriculum management, and education management information systems (EMIS).

Educational technology as back-office management, such as training management systems for logistics and budget management, and Learning Record Store (LRS) for learning data storage and analysis.

Educational technology itself as an educational subject; such courses may be called "computer studies" or "information and communications technology (ICT)".

Quality Education

Progress toward quality education was already slower than required before the COVID-19 pandemic further stalled gains. Global school completion rates have risen only modestly since 2015, and overall learning proficiency remains low. As of 2024, 273 million children and youth were out of school—a 3% increase since 2015 with the largest concentration in low-income countries.

Education is the cornerstone that allows us to achieve many other Sustainable Development Goals. When people have access to quality education, they can finally break free from the cycle of poverty. Beyond securing free primary and secondary schooling for all boys and girls by 2030, Goal 4 aims to provide equal access to affordable vocational training, eliminate gender and wealth disparities, and ensure universal access to quality higher education.

Education reduces inequalities, drives gender equality, and empowers people to live healthier, more sustainable lives. It is also crucial for fostering tolerance and building peaceful societies. To deliver on Goal 4, education financing must become a top national investment priority, supported by measures like making education free and compulsory, increasing the number of teachers, improving basic school infrastructure, and embracing digital transformation.

History

Education has a very vast history that goes back to ancient civilisations. Under the leadership of the Middle Kingdom of Egypt, the first formal school in history was put into existence by Kheti Mentuhotep II treasurer, in 2061–2010 BC. In ancient India, Vedic and Buddhist learning systems were the primary means of education. On the other hand, in ancient China, the Xia dynasty, 2076–1600 BC, established the first educational system. Islam reached China and Spain in the seventh and nineteenth centuries. Later on, Muslims began a schooling system in the city of Saudi Arabia known as Medina in 622. Earlier, the classes were held in mosques; later on, separate schools were created. After that modern education system was introduced by the Europeans, which emphasised modern education and mass schooling. Founded in 1160, the University of Paris was the first Christian university. By the year 1800, mass education had been implemented in Prussia in an effort to produce more soldiers and more obedient citizens. A compulsory education was established by Vladimir Lenin in 1919, with the main aim was to remove illiteracy. 

Education

Education is the transmission of knowledge and skills and the development of character traits. Formal education happens in a complex institutional framework, like public schools. Non-formal education is also structured but occurs outside the formal schooling system, while informal education is unstructured learning through daily experiences. Formal and non-formal education are divided into levels that include early childhood education, primary education, secondary education, and tertiary education. Other classifications focus on the teaching method, like teacher-centered and student-centered education, and on the subject, like science education, language education, and physical education. The term "education" can also refer to the mental states and qualities of educated people and the academic field studying educational phenomena.

Definitions

The term "education" is derived from the Latin words educare, meaning "to bring up" and educere, meaning "to bring forth". The definition of education has been explored by theorists from various fields. Many agree that education is a purposeful activity aimed at achieving goals like the transmission of knowledge, skills, and character traits. Extensive debate surrounds its exact nature beyond these general features. One approach views education as a process that occurs during events such as schooling, teaching, and learning. Another outlook understands education not as a process but as the mental states and dispositions of educated persons that result from this process.Additionally, the term may also refer to the academic field that studies the methods, processes, and social institutions involved in teaching and learning.Having a clear idea of what the term means matters when trying to identify educational phenomena, measure educational success, and improve educational practices.

Quality Edu

Poor quality education is leading to poor learning outcomes in India, ultimately pushing children out of the education system and leaving them vulnerable to child labour, abuse and violence. Many classrooms continue to be characterized by teacher-centred rote learning, corporal punishment and discrimination.

Learning assessments show that many of those children who are in school are not learning the basics of literacy and numeracy or the additional knowledge and skills necessary for their all-round development as specified under the Right to Education Act.

Much remains to be done to ensure a child-friendly learning environment where all children benefit from gender-sensitive and inclusive classrooms, as well as the availability of improved water, sanitation and hygiene, and mid-day meal practices.   

Every girl and boy in India has the fundamental right to quality education, an education one that helps them to acquire basic literacy and numeracy, enjoy learning without fear and feel valued and included irrespective of where they come from.       

For the first time in 10 years, reading and arithmetic scores have improved in public funded schools at early grades (ASER 2016). In seven states (Chhattisgarh, Gujarat, Maharashtra, Punjab, Haryana, Telangana and Uttarakhand) reading level increased by 7 per cent at grade 3 level since 2014. This indicates that increase in learning is possible but takes time.

Nevertheless, ASER 2018 showed that in grade 5 after more than four years of schooling, only half of all children could read a grade 2 level text fluently. The National Achievement Survey 2017 which was conducted for grades 3, 5 and 8 gave a similar picture with only 45.2 per cent of students achieving the targeted performance levels across all subjects and classes at the national level.

Types

 There are many classifications of education. One of them depends on the institutional framework and distinguishes between formal, non-formal, and informal education. Another classification includes distinct levels of education based on factors like the student's age and the complexity of the content. Further categories focus on the topic, teaching method, medium used, and funding.

Formal, non-formal, and informal

Tutoring is an example of non-formal education, while learning to cook from one's parents is an example of informal education.

The most common division is between formal, non-formal, and informal education.Formal education happens in a complex institutional framework. Such frameworks have a chronological and hierarchical order: the modern schooling system has classes based on the student's age and progress, extending from primary school to university. Formal education is usually controlled and guided by the government. It tends to be compulsory up to a certain age.

Non-formal and informal education take place outside the formal schooling system. Non-formal education is a middle ground. Like formal education, it is organized, systematic, and carried out with a clear purpose, as in the case of tutoring, fitness classes, and the scouting movement.Informal education happens in an unsystematic way through daily experiences and exposure to the environment. Unlike formal and non-formal education, there is usually no designated authority figure responsible for teaching.Informal education takes place in many different settings and situations throughout one's life, usually in a spontaneous way. This is how children learn their first language from their parents and how people learn to prepare a dish by cooking together.

Some theorists distinguish the three types based on the location of learning: formal education takes place in school, non-formal education happens in places that are not regularly visited, like museums, and informal education occurs in places of everyday routines.There are also differences in the source of motivation. Formal education tends to be driven by extrinsic motivation for external rewards. In non-formal and informal education, enjoyment of the learning process usually provides intrinsic motivation.The distinction between the three types is normally clear, but some forms of education do not easily fall into one category.

In primitive cultures, most education occurred informally, and there was little distinction between educational activities and other activities. Instead, the whole environment acted as a form of school, and most adults acted as teachers. Informal education is often not efficient enough to teach large quantities of knowledge. To do so, a formal setting and well-trained teachers are usually required. This was one of the reasons why formal education became increasingly important throughout history. In this process, the experience of education and the discussed topics became more abstract and removed from daily life while more emphasis was put on grasping general patterns and concepts instead of observing and imitating particular forms of behavior.

Educational Ttechnology

Educational technology (often abbreviated as edtech) encompasses computer hardware, software, along with educational theories and practices, used to facilitate learning and teaching.When referred to by its abbreviation, "EdTech," it often denotes the industry of companies that develop educational technology.

In addition to practical educational experience, educational technology draws on theoretical knowledge from various disciplines such as communication, education, psychology, sociology, artificial intelligence, and computer science.It encompasses several domains, including learning theory, computer-based training, online learning, and mobile learning (m-learning).

Quality Education

Poor quality education is leading to poor learning outcomes in India, ultimately pushing children out of the education system and leaving them vulnerable to child labour, abuse and violence. Many classrooms continue to be characterized by teacher-centred rote learning, corporal punishment and discrimination.

Learning assessments show that many of those children who are in school are not learning the basics of literacy and numeracy or the additional knowledge and skills necessary for their all-round development as specified under the Right to Education Act.

Much remains to be done to ensure a child-friendly learning environment where all children benefit from gender-sensitive and inclusive classrooms, as well as the availability of improved water, sanitation and hygiene, and mid-day meal practices.   

Every girl and boy in India has the fundamental right to quality education, an education one that helps them to acquire basic literacy and numeracy, enjoy learning without fear and feel valued and included irrespective of where they come from.       

For the first time in 10 years, reading and arithmetic scores have improved in public funded schools at early grades (ASER 2016). In seven states (Chhattisgarh, Gujarat, Maharashtra, Punjab, Haryana, Telangana and Uttarakhand) reading level increased by 7 per cent at grade 3 level since 2014. This indicates that increase in learning is possible but takes time.

Nevertheless, ASER 2018 showed that in grade 5 after more than four years of schooling, only half of all children could read a grade 2 level text fluently. The National Achievement Survey 2017 which was conducted for grades 3, 5 and 8 gave a similar picture with only 45.2 per cent of students achieving the targeted performance levels across all subjects and classes at the national level.

States such as Rajasthan, Madhya Pradesh, Uttar Pradesh, Chhattisgarh, Jharkhand, Bihar, Odisha and Andhra Pradesh with large populations of children from scheduled castes (SC), scheduled tribes (ST) and minority communities have the lowest scores. In the NAS 2017 girls scored slightly higher or as the same level as boys.

While governments both national and state have invested in large scale learning assessments, the challenge is in the use of assessment data for improving the delivery of education rather than letting it remain a simple data collection exercise.

Successful performance in school is supported by a wide range of abilities, attitudes and socio-emotional competencies, beyond traditional literacy and numeracy skills - life skills significantly contribute to learning and are an aspect of quality education.

While there is an understanding around the importance of life skills , there is a possible lack of alignment between traditional curricula and a life-skills learning agenda  and a lack of understanding of how these can be developed across the education continuum. The NEP brings this focus stressing the importance of leaning by doing.

Since March 2020, schools in India have been closed and learning has shifted to remote home-based learning for those who can access it. School closures will impact learning across the education system. Gains in enrolment, school completion, and learning must not get eroded due to the combination of schools being closed and socio-economic hardships related to Covid-19.

Education Technology

Educational technology (often abbreviated as edtech) encompasses computer hardware, software, along with educational theories and practices, used to facilitate learning and teaching.When referred to by its abbreviation, "EdTech," it often denotes the industry of companies that develop educational technology.

In addition to practical educational experience, educational technology draws on theoretical knowledge from various disciplines such as communication, education, psychology, sociology, artificial intelligence, and computer science.It encompasses several domains, including learning theory, computer-based training, online learning, and mobile learning (m-learning).

Targets, indicators, and progress

Since 2015, contributions on behalf of GCE's policy were made to give precise division for SDG4

School children during a lecture in Togo

SDG 4 consists of 7 targets, 3 means of actual application, and 12 indicators.Eight of them are supposed to be achieved by 2030, while one is to be achieved by 2020 and the rest have no target years. Each of the targets has one or more indicators to measure progress. The targets include free primary and secondary education (4.1), equal access to quality pre-primary education (4.2), equal access to affordable technical, vocational and higher education (4.3), increase the number of people with relevant skills for financial success (4.4), eliminate all discrimination in education (4.5), universal literacy and numeracy (4.6), education for sustainable development and global citizenship (4.7), build and upgrade inclusive and safe schools (4. a), expand higher education scholarships for developing countries (4. b) and increase the supply of qualified teachers in developing countries (4. c)