Is EduTech Still Relevant in Indonesia Now That We’re Back to School?
When considering EduTech in Indonesia, we often associate it with online tutoring services like Ruangguru and Zenius. However, the scope of EduTech goes beyond that. EduTech, short for Education Technology, encompasses digital tools that facilitate and enrich the learning journey for both students and educators.
This definition has expanded to include web conferencing platforms like Zoom and Google Meets, which were originally not designed for education but now fall under the broader EduTech category.
A recent survey conducted by the Center for Indonesian Policy Studies (CIPS) highlighted that educators have utilized various EduTech solutions, such as Learning Management Systems (e.g., EdModo and Canvas) and interactive platforms (e.g., Kahoot and Menimeter), to facilitate remote learning over the past 18 months.
Despite the availability of these tools, there has been a notable instance of learning loss. Teachers, parents, and governments share concerns that students might have experienced a decline in their academic skills due to the pandemic.
The World Bank estimates that students have faced an approximate loss of 0.9 years of learning, and Indonesia’s PISA score dropped by 25 points by June 2021. This decline carries significant implications, particularly for the development of high-quality human capital in the country.
As COVID-19 cases have subsided, the Ministry of Education, Culture, Research, and Technology (MOECRT) has mandated the adoption of hybrid learning in schools. This allows students to choose between in-person classes while adhering to safety protocols. UNICEF and the World Health Organization have also encouraged the reopening of schools across Indonesia.
However, does this mean that EduTech failed during remote learning? Not exactly. Nevertheless, it’s evident that there are gaps in the education system when it comes to smoothly transitioning from traditional face-to-face education to technology-based learning, particularly in terms of digital skills development.
Insufficient Digital Skills: What Went Wrong?
Teachers and students were unprepared to integrate technology into their learning experiences due to a lack of competence. For many, especially those in rural areas, this was their first exposure to such products and platforms.
For instance, before the pandemic, 70% of teachers in Papua reported that laptops and smartphones were primarily used for administrative tasks and creating class content. The sudden shift to distance learning left both teachers and students struggling to adapt to EduTech platforms.
While regulations required teachers to possess and develop the necessary technological competencies, the actual engagement with technology remained limited. There has been a prevailing teacher-centered teaching culture in Indonesia, favoring face-to-face learning, with technology mainly used for assignments and materials creation.
Typically, the development of technology and pedagogy skills has been treated separately. Indonesian teachers have also reported inadequate support and training to integrate ICT into their teaching practices. Only a small percentage of teachers possess strong digital competencies.
Moreover, the removal of ICT from the national school curriculum in 2013 restricted students’ opportunities to develop technological skills. Students’ access to necessary technologies like laptops and smartphones also impacts their ability to develop these competencies.
As teachers grappled with EduTech adoption, students often relied on their parents for guidance. However, EduTech overlooked parents’ involvement in their children’s education. Many parents were unfamiliar with these new tools, hindering their ability to support online learning.
The Future of EduTech
With students and teachers returning to schools, lessons from remote learning during the pandemic must inform formal education systems. While in-person learning can address learning loss, this doesn’t negate the efficacy and ongoing need for digital pedagogies and ICT integration in the classroom.
MOECRT supports EduTech integration through initiatives like the Red and White Laptop program, improving access to EduTech devices for students. Regulation No.37/2018 reintroduces ICT into the national curriculum, starting from middle school, thereby offering more opportunities for students to develop technological skills.
According to Unicef, children need foundational, digital, transferable, and job-specific skills to succeed in various aspects of life. As the job landscape embraces automation, future employees require digital skills to operate new technologies. Thus, formal education should foster students’ development of these skills. This focus extends to teachers and parents, as they play a pivotal role in guiding students’ digital learning and literacy.
EduTech companies must prioritize not only user experience but also consider their role in integrating technology effectively in schools. They can aid teachers’ ICT training, benefitting both parties. However, challenges like uneven internet access persist and must be addressed to avoid deepening the digital divide.
As we move past exclusive distance learning, we can’t overlook infrastructure barriers that hinder online learning’s effectiveness. Face-to-face learning and EduTech together can enhance education, but a seamless integration of these tools is crucial.
EduTech is here to stay, and along with traditional learning, it can significantly enrich education. The focus should be on supporting the smooth integration of these tools and services into formal education settings.
