Countries around the world have shut down their schools and colleges due to increased fears of the COVID-19, a tension of the coronavirus. Teachers and students will gain knowledge and instruct using virtual learning methods such as Schoology, PowerSchool, and Google Classroom, because of the school closing.
We have seen several big initiatives to implement technical assistance for virtual learning throughout this time of crisis. This crisis has drawn attention to the difficulties technology poses for education, especially inequities that exist in terms of whether the students have direct exposure to computer systems and the internet.
The figures provided by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) on closing schools caused by COVID-19 demonstrate the pandemic's profound effect on education around the world. As of early April in 2020, the countrywide closings of academic entities were affecting more than 91 percent of the world's student population, according to the Global Student Population Study.
Schools have too much dependence on standardized tests
COVID-19 has also brought to light how dependent educational institutions have become on standardized testing in order to succeed. Even though it is essential to keep records of educational institutions’ performances, molding up an entire syllabus around for a test that could be canceled is absurd.
Conversely, educational institutions must put in place amendments and procedures that allow for inclusive education to proceed with no need for a standardized test to be administered to students. Kids as adolescent as second grade were subjected to the Milestones, a standardized test that was discontinued.
Problems in Testing
The testing season has begun for elementary teachers across the state of Georgia right now. Due to the cancellation of standardized testing, teachers are now essentially teaching substance for a test that kids will not even take, which raises the question of why children are still being instructed knowledge in order to pass a standardized test.
The COVID-19 virus has brazenly revealed the flaws in our economic and health systems, and the shortcomings of our educational system, among other things. If the world is hit by anything far worse than COVID-19, students will be in serious trouble, as we have been in the past.
It is critical that students can continue to gain knowledge and discover ways of interacting with each other during times of crisis. Teachers, on the other hand, should not be burdened with the responsibility of preparing students to pass a standardized test.
It is critical that we retain an educational system in which students can confidently rely on their schools and districts to provide them with a high-quality and consistent education.
700 million students are completely offline
More eye-opening is the fact that the majority of the students who have been kept out of the classroom by COVID-19 (approximately 800 million students) do not even have direct exposure to a home computer. 43 percent of students (approximately 700 million students) still do not have access to the internet at residence.
A further issue is that approximately 56 million students reside in areas that are not supported by mobile phone networks. In this case, it clearly demonstrates that the obstacles with guaranteeing educational consistency do not end with the implementation of digital remedies for virtual classrooms.
Furthermore, we must ensure that educational technology does not exacerbate already existing social inequality or widen the digital divide even further. Without this, students from underprivileged areas will continue to be shut out of school if schools close, especially those learners who do not have the adaptability, learning strategies, or commitment to gain knowledge on their own.