Many educational reformers have long held out hope that computers and other information and computer technologies (ICTs) can play crucial and integral roles in bringing about long-needed changes to education systems.  Indeed, many see the introduction of ICTs in schools as a sort of Trojan horse,

1. EDUCATION &
TECHNOLOGY IN AN AGE
OF COVID-19
BY BILAL ARSHED
FA-2017-BSIT-088

2. • Many educational reformers have long held out hope that computers
and other information and computer technologies (ICTs) can play
crucial and integral roles in bringing about long-needed changes to
education systems. Indeed, many see the introduction of ICTs in
schools as a sort of Trojan horse, out of which educational reform and
innovation can spring once inside the walls of the traditional
(conservative) education establishment. While not denying the
potentially transformational impact of ICT use to help meet a wide
variety of educational objectives, history has shown that bringing about
positive disruptive change isn't achieved by simply flooding schools
with computers and related ICTs.
INTRODUCTION

3. • The COVID-19 has resulted in schools shut all across the
world. Globally, over 1.2 billion children are out of the
classroom.
• As a result, education has changed dramatically, with the
distinctive rise of e-learning, whereby teaching is undertaken
remotely and on digital platforms.
• Research suggests that online learning has been shown to
increase retention of information, and take less time, meaning
the changes corona virus have caused might be here to stay.
STATEMENT OF PROBLEM

4. • While countries are at different points in their COVID-19
infection rates, worldwide there are currently more than 1.2
billion children in 186 countries affected by school closures
due to the pandemic. In Denmark, children up to the age of
11 are returning to nurseries and schools after initially
closing on 12 March, but in South Korea students are
responding to roll calls from their teachers online.
OBJECTIVE OF STUDY

5. • How is the (ICT)education sector responding to COVID-19?
• What is Information and communication technology in
education?
• Our education system is losing relevance. Here's how to
unleash its potential ?
• What does this mean for the future of learning?
• The challenges of online learning?
• Is learning online as effective?
RESEARCH QUESTIONS

6. • Students, their parents, and educators around the world are feeling the
extraordinary ripple effect of the novel corona virus as schools are shutting
down and quarantine methods are being ordered to cope with the global
pandemic. A research paper is a piece of academic writing based on its
author's original research on a particular topic, and the analysis and
interpretation of the research findings. It can be either be a term paper, a
master's thesis or a doctoral dissertation. A research paper involves
surveying a field of knowledge in order to find the best possible information
in that field. Such information is then utilized to present a competent
argument on a topic. Hence a research paper requires a presentation of
one’s own thinking backed up by others’ ideas and information.
LITERATURE REVIEW

7. • More than 1.5 billion students and youth across the
planet are affected by school and university closures
due to the COVID-19 outbreak. On this slide, please find
some of the recommendations for higher education
institutions to carry on with teaching and learning
activities during this socio-economic, cultural and
health crisis and as well on how to address the future.
POPULATION

8. • COVID-19, the virus has affected more than 7,680,700 people
in 120 countries and caused 426,318deaths. This makes the
COVID-19 mortality rate close to 3.4%, most certainly
not the deadliest, but one of the deadliest viruses the world
has battled to date. 6/14/2020
• Pakistan has 125,933 confirmed cases of COVID-19 to date,
and most patients who have tested positive visited Iran
recently. Authorities in Karachi, the country’s financial capital,
have ordered closure of schools to limit the possibility of the
virus spreading at a larger scale.
• 6/14/2020
SAMPLE

9. The digital divide describes the gap
between those who have access to the
internet and those who do not, but internet
access isn’t the whole issue. While
over 88% of Americans are internet users,
the share of Americans with
computers hovers around 74%, according
to Statista. Smartphones get you online,
but aren’t machine enough to join video
conferences, take online quizzes, and write
essays

10. DATA ANALYSIS

11. • Alibaba’s distance learning solution, DingTalk, had to prepare for a similar
influx: “To support large-scale remote work, the platform tapped Alibaba
Cloud to deploy more than 100,000 new cloud servers in just two hours last
month – setting a new record for rapid capacity expansion,” according to
DingTalk CEO, Chen Hang.
• Some school districts are forming unique partnerships, like the one
between The Los Angeles Unified School District and PBS SoCal/KCET to
offer local educational broadcasts, with separate channels focused on
different ages, and a range of digital options. Media organizations such as
the BBC are also powering virtual learning; Bitesize Daily, launched on 20
April, is offering 14 weeks of curriculum-based learning for kids across the
UK with celebrities like Manchester City footballer Sergio Aguero teaching
some of the content.
FINDING

12. • In response to significant demand, many online learning
platforms are offering free access to their services, including
platforms like BYJU’S, a Bangalore-based educational
technology and online tutoring firm founded in 2011, which
is now the world’s most highly valued edtech company.
Since announcing free live classes on its Think and Learn
app, BYJU’s has seen a 200% increase in the number of
new students using its product, according to Mrinal Mohit,
the company's Chief Operating Officer.
DISCUSSION

13. • As the rising incomes and affordable air travel continue to
hasten the movement of hundreds of millions of people (and
viruses) around the world more quickly than ever before, we
will most likely see many more future outbreaks of disease
that threaten and disruptive normal life. Students and
education systems will unfortunately be on the front line of
many such outbreaks, and it is in such circumstances that
the usefulness, and potential transformative power, of ICTs
in the teaching and learning process will be put to their real
test.
CONCLUSION

14. • Policymakers, educators, families, and communities should further their work to
provide support, especially in mathematics, to students while school is disrupted. The
projections in this study and lessons from seasonal learning research present us with
a moral imperative: to help students succeed academically, we must provide
resources and support to families during and after this disruption, especially in
mathematics, which often show the steepest losses over summers and time outside of
school. This does not suggest reading support is not important: research consistently
finds that income-based reading gaps can grow over summers. Making sure all
students and families have access to appropriate, engaging mathematics and reading
materials, instruction, and support during corona virus closures is one important way
we can prevent opportunity gaps from growing. This will require addressing the most
pressing challenges first, like closing the digital divide by providing increased access
to the internet and technology. Then, school leaders and educators can address more
nuanced instructional challenges like differentiation, accessibility, and special
education needs.
RECOMMENDATION

15. • iEducation and Technology in an Age of Pandemics
• https://blogs.worldbank.org/edutech/education-in-an-age-of-pandemics
• . ii. von Hippel, P. T. (2019). Is summer learning loss real? Education Next. Retrieved from
https://cscr.pk/explore/themes/defense-security/technology-and-the-pandemic-fears-within-hopes/
• iii. The COVID-19 pandemic has changed education forever. This is
how https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/
• iv. Quinn, D., & Polikoff, M. (2017). Summer learning loss: What is it, and what can we do about it.
Washington, DC: Brookings Institution. Retrieved from https://www.brookings.edu/research/summer-learning-
loss-what-is-it-and-what-can-we-do-about-it/
• v. Quality Education for all during Covid-19 https://hundred.org/en/collections/quality-education-for-all-
during-coronavirus
REFERENCE