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Indonesia's challenges in technology and learning equity for teachers
Technology has proven an invaluable tool in teacher training programs, especially since its increased use during COVID-19, but today's challenges include access, approach and format, as well as implementation quality.
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Learning ground: Students of SDN Percobaan state elementary school in Palangka Raya, Central Kalimantan, participate in class on Feb. 18, 2024. (Antara/Auliya Rahman)
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n her 2022 book The Equality Machine: Harnessing Digital Technology for a Brighter, More Inclusive Future, Orly Lobel posits that our relationship with digital technology is inherently ambivalent, viewing it as both servant and master, promising opportunities yet raising concerns.
However, Lobel contends that, without disregarding its risks and adverse impacts, digital technology can and must become a significant force for social welfare: justice, inclusion, economic growth, innovation and especially equity.
Education stands out as a key social sector where equalizing access and service quality are paramount virtues. In this regard, technology continues to evolve to become increasingly relevant in efforts to achieve educational goals, especially when conventional methods reach their limits.
For instance, during the COVID-19 pandemic, technology provided alternative learning methods when all schools had to suspend in-person learning. With technological assistance, the majority of students were able to participate in learning activities although their schools were closed.
Another pressing education issue currently under scrutiny is training teachers for continuous professional development (CPD). This is vital, as educators must adapt to new pedagogical issues and knowledge.
Students today access abundant information and are exposed to diverse lifestyles, demanding that educators innovate their teaching methods to meet students’ needs. However, not all teachers have equal opportunities.
Scale is a challenge, with over 4 million teachers that need training. Formal training is often rotated, depending on government resources and teacher readiness. Distance presents another obstacle: Teacher training centers are often concentrated in provincial capitals, disadvantaging teachers living elsewhere.
