ACCESS TO EDUCATION IN THE AGE OF TECHNOLOGY: WHO IS LEFT BEHIND?

BY: STEPHEN OTIENO

INTRODUCTION

Since the beginning of the 21st century, we have been living through a period of exceptional technological progress that not only changed work, communication, and family but also changed education, the process of acquisition and teaching, and the way it is offered and consumed. The world is seeing a foundational revolution in education delivery as classrooms move away from chalkboards and textbooks to cloud-based platforms and tablets. Today, we cannot afford not to have access to technology, the ability to read and understand the digital, and decent online access. Unfortunately, these are not always met. Simply put, most global students—especially those from low socio-economic backgrounds, particularly the rural and marginalized majorities- lack the resources to invest in digital learning in full. The result is that these students’ risk being excluded from the opportunities technology is supposed to deliver.

The promise and Perils of Digital Learning

In a time when education is going through a radical change brought on by digital technologies, we hear of an offer to achieve accessible, personal, and flexible learning, while there are often other unintended consequences: Digital inequalities. E-learning holds the promise to democratize the world's education. However, its achievement is sacrificed by stark disparities in access, infrastructure, digital literacy, and design that create a bifurcated system, with many students, especially from low-income backgrounds, rural areas, and marginalized groups, falling by the wayside. Urgent reform is needed to preserve education as an unbought and unearned right in the digital age and requires a comprehensive approach and an inclusionary strategy.

Traditionally, education shifted from the traditional classrooms to the virtual and hybrid learning environment during the COVID-19 pandemic, and its influence continues to be played in education globally (OECD, 2021). Lectures and assignment work are now made interactive and remotely possible using technological tools. However, this digital transformation also highlighted pre-existing disparities. Schools in affluent areas quickly adopted new technologies, while underfunded institutions struggled with basic infrastructure (UNESCO, 2020). Moreover, the increased reliance on digital platforms has changed the very nature of classroom engagement. Students are now required to manage their schedules, maintain motivation in remote settings, and troubleshoot technical issues, which can compound existing academic and emotional challenges. This independence can prove especially daunting for younger students or those with limited parental support, deepening educational gaps (Katz et al., 2020).

Background

The digital divide manifests in multiple forms. According to the Pew Research Center (2021), about 15% of U.S. households with school-age children do not have reliable internet access. This number is significantly higher in low-income countries, with UNESCO (2020) reporting that nearly half of students lacked access to a computer for learning during the pandemic. In addition, in most cases, digital literacy is sometimes assumed instead of guaranteed, limiting students' and teachers' access to digital tools (Van Deursen & Helsper, 2018). A deeper issue is the varying quality of the online content itself. Robust, interactive, and pedagogically sound modules are available on some e-learning platforms, while on other platforms, there is just rote memorization or uneven teaching methods. Due to lower quality online curricula, students in under-resourced schools are more likely to be exposed to the lower quality online curricula, which contributes further to widening the achievement gap (World Bank, 2021).

Students who are disabled have to fight even harder. Al-Azawei et al.(2016) have indicated that many online learning platforms fail to integrate accessibility features, and these learners are not accorded the facility to 'reasonably participate ' in providing content. In addition, rural communities lack broadband infrastructure, making students who live in these communities disadvantaged at a systemic level (FCC, 2020).

Unlike a logistical problem, digital education is not just access. It is a determinant of long-term academic and economic outcomes. Without the internet or technological devices, students who lack reliable internet will fall behind on coursework, score lower on tests, and graduate at lower rates (Katz et al., 2020). This is in addition to the lack of digital literacy, which makes the students even less competitive in a matrix where technology is gaining prominence. It also has psychological effects. Not participating in digital learning, particularly in students under 10, can also give a feeling of social isolation and lower self-esteem. According to the OECD (2021), those who are digitally excluded have also reported increased signs of anxiety and disengagement by students.

Some scholars argue that the expansion of e-learning inherently democratizes education by removing geographical and physical barriers. With massive open online courses (MOOCs), free educational apps, and YouTube lectures, learning opportunities are more available than ever (Jordan, 2014). Additionally, market-driven solutions are often proposed, suggesting that as technology becomes cheaper and more widespread, access will naturally improve without the need for government intervention. Others posit that digital education fosters innovation and personalization. AI-driven tutoring systems and adaptive learning platforms can tailor content to students' individual needs, which is less feasible in traditional classroom settings.

While it is true that online resources have proliferated, access alone does not equate to equity. The assumption that technological diffusion will resolve disparities overlooks the socio-economic and infrastructural barriers that many communities face. For instance, a free online course is useless to a student without a device, internet access, or digital literacy to engage with it (Robinson et al., 2015). While powerful, the personalization capabilities of digital platforms still rely on user access, literacy, and contextual appropriateness. Students from disadvantaged backgrounds may not benefit equally due to insufficient support systems and institutional investment in training or hardware. Government policies and institutional commitments are essential to ensure inclusive digital transformation. Programs that subsidize internet costs, provide devices to low-income families, and invest in digital literacy training have demonstrated positive outcomes (World Bank, 2021).

CONCLUSION

Integrating technology into education marks a pivotal moment in human development—one that holds immense potential to transform how, where, and when learning occurs. However, these technological innovations could deepen rather than narrow existing educational disparities without deliberate and sustained efforts to address the digital divide. Online learning cannot respect that promise and be served only to the already privileged—online, distance, or blended learning needs to reach every learner irrespective of a person's socio-economic status, geographical location, or physical ability. In order to do this, an inclusive approach is needed. Investment in digital infrastructure and equitable access for learners, education about new technologies, and empowered learners are all required of policymakers, educators, and communities.

References

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Katz, V. S., Jordan, A. B., & Ognyanova, K. (2020). Digital inequality, faculty communication, and remote learning experiences during the COVID-19 pandemic: A survey of U.S. undergraduates. PLOS ONE, 15(9), e0237701.

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UNESCO. (2020). Global education monitoring report 2020: Inclusion and education – All means all. https://en.unesco.org/gem-report/report/2020/inclusion

Van Deursen, A. J. A. M., & Helsper, E. J. (2018). Collateral benefits of Internet use: Explaining the diverse outcomes of engaging with the internet. New Media & Society, 20(7), 2333-2351.

World Bank. (2021). Remote learning during the global school closures: Lessons from today, principles for tomorrow. https://www.worldbank.org/en/topic/edutech/publication/remote-learning-during-the-global-school-closures