Edtech should be developed in such a way that students belonging to disadvantaged groups can get access to it without any hassle
During Covid-19, it was the internet and edtech that allowed teaching to continue around the world. At the same time, its unavailability, and inaccessibility, has deprived several children of education. After Covid-19, with more investment in edtech, children from disadvantaged, underserved communities have been left behind.
In this fast-paced, edtech world, many first-generation learners find it difficult to operate internet-based video conferencing platforms like Zoom and attend classes. Furthermore, the lack of multiple smartphones in these lower-income families creates another barrier for children to benefit equally from online education.
Jyoti, an adolescent girl from Uttam Nagar in Delhi, has four siblings and only one smartphone in her family. Recalling the struggle she faced during Covid-19, she explained, "It was very difficult for all of us to take online classes at the same time.”
In India, the internet is accessible to only half the population, and 320 million students have been affected as schools went digital, according to the Save The Children Fund report. Mohan, an 18-year-old boy from Uttam Nagar, was one of those who could not adequately prepare for their Class 12 examination due to a lack of a digital device and internet connection. "I do not come from a financially stable background; my family and I faced great difficulties during the lockdown. There was no food for us; thinking about the internet and a digital device was not our priority. This, however, impacted my education and I couldn’t prepare well for such an important exam of my life,” said Mohan.
As schools and colleges started conducting classes in the online mode, some underprivileged parents opted to take loans to buy smartphones for their children. Uma, a factory worker, and the mother of a school-going child, said, "I wanted my child not to remain illiterate like me. I borrowed money to buy him a mobile phone and ensure that he is able to complete his education. I want him to get a decent job."
Teachers believe that online education hinders the social and practical development of children. A recent survey states that around 43 per cent of teachers were not satisfied with online teaching during the pandemic. While the low attention span of students is considered one of the major drawbacks of online education, Akanksha Jain, a teacher from Uttam Nagar, identified absenteeism as another challenge. "Due to the non-availability of digital equipment, absenteeism was also quite common," Akanksha said.
While students residing in the capital of the country struggled to cope with the online classes, one can only imagine the level of challenges students in rural areas would have faced. Virtual classes are considered beneficial and convenient with the assumption that every student has access to the internet. In reality, however, only 600 million are connected to the internet out of India’s 1.3-billion population. Besides, not every child in a household is given equal access to the internet and phones, especially girls. Thus, it indicates the level of discrimination children faced to access education, leading to the digital divide.
Although edtech has served as an essential teaching aid and increased the availability of resources for students, it has failed to become inclusive. It should be developed in such a way that students belonging to disadvantaged groups can get access to it without any hassle. Further, the applications used for receiving education should be made available in every language across different social groups.
(The writer is a recipient of the Sanjoy Ghose Media Awards 2022. Charkha Features)