How Covid Is Changing The Face Of Education In The Developing World Through Mobile Technology

Even though different nations have varied rates of COVID-19 infection, the pandemic has caused school closures in 186 other countries, affecting more than 1.2 billion children worldwide. The impacts of Covid on the education sector are huge! With online learning such as mahzooz live streaming, children can learn from the comfort of their own homes. Will the acceptance of online learning continue to endure post-pandemic, and how such a shift would affect the global education sector in light of the abrupt move from the classroom to digital online learning in many parts of the world?

Educational framework

Society and universities are working to create electronic learning (e-learning) and mobile learning (M-learning) systems to combine these educational frameworks with the currently in use traditional ones. Moreover, during the COVID-19 epidemic, e-learning and mobile learning systems have become essential for meeting learning objectives.

Understanding education in the digital age

University lecturers have been compelled to change their teaching methodologies without a clear roadmap for attending to students’ varied requirements due to the quickly evolving technological landscape in the twenty-first century. Because it has characteristics ranging from face-to-face to e-learning, mobile technology is the potential beginning lens to conceptualize learning in this digital age. The establishment of connections or interactions between human and non-human nodes through an interconnected network is how mobile brands define learning as the process of overcoming barriers. To create a productive network that will maximize learning. Learning makes extensive use of the Internet and other technology resources. 

Twin report on Covid’s impact on education

1.6 billion children have been impacted by the COVID-19 epidemic has disrupted schooling in more than 150 countries. As a result, several nations adopted remote learning in some capacity. Early in COVID-19, the education response concentrated on implementing remote learning techniques as an emergency response. These attempted to contact every pupil but sometimes failed. Education strategies have changed along with the pandemic. In many jurisdictions, schools are currently partially or fully open.

The full extent of this crisis’s short-, medium-, and long-term effects are still being formed. The twin reports examine how this crisis has exacerbated disparities while highlighting a rare chance to rethink the conventional learning paradigm.

Children are seen as active participants who can nurture, maintain, and navigate network connections to acquire, share, and use the information for learning rather than as blank slate or passive recipients of knowledge. Digital learning is more interactive and efficient than traditional learning since it encourages interaction between professors and students for social knowledge production.

Conclusion

Digital technology has been a part of children’s lives today since birth. However, the young generation and their futures in the digital world are still impacted by various digital divides, which means that not all children today are prepared for their lots in a technologically advanced world. Schools and child education have undergone a significant digital change for the young generation and their digitally-based future. A critical, abrupt, and drastic digital revolution in society was sparked by the COVID-19 epidemic. The pandemic also compelled us to make a remarkable digital leap in children’s primary education. Additionally, we should think about ways to enable schools, teacher preparation programs, and other stakeholders to drive the digital revolution of education.