NORRAG’s first Policy Insights collection, published on Thursday 7 July 2022, shares innovative and critical perspectives on the digitalisation of education from experts in a wide range of disciplines and draws out learning for international education policy makers and practitioners.
The introduction of technology into education has never – alone – solved the problems that education faces. Yet processes of digitalisation have transformed education – and will continue to do so – in ways that are complex, evolving, and deeply unequal. Despite resurgent interest in technology in education policy, planning and practice, as well as in research, many areas that are critical to understanding the digitalisation of education remain under-studied, and the evidence that does exist remains under-shared.
This multi-disciplinary publication brings together 24 contributions presented in digestible format across six themes. The publication resulted from a Policy Dialogue convened by NORRAG in partnership with the United Nations Special Rapporteur on the Right to Education. Over 20 experts who took part in the expert consultation process contributed to this publication, which aims to surface and amplify under-represented expertise about the digitalisation of education.
- Theme one: the role of technology in education
- Theme two: data, datafication and surveillance
- Theme three: privatisation and the digitalisation of education
- Theme four: diversity, digital divides and digital education
- Theme five: digital citizens or consumers?
- Theme six: the health impacts of digitalisation
A Foreword to Policy insights: the digitalisation of education is provided by Dr. Koumbou Boly Barry, the United Nations Special Rapporteur on the Right to Education, in which she reflects on the implications of digitalisation for the right to education for all. The publication is introduced by Moira V. Faul (Executive Director, NORRAG) and Anna Numa Hopkins (Policy Engagement Lead, NORRAG).
NORRAG has also opened a call for contributions for blogs from education researchers, policy makers and practitioners to respond to the publication.