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Even with all the progress being made and practical innovations taking place, COVID-19 has unearthed on a global scale the inequity that persists when it comes to access to high-speed WIFI and technology. Even in more affluent areas, one cannot assume equitable access. It’s not the best option, but it is a realistic one.
AI makes learning more accessible Chat GPT cannot replace humans but can become a perfect robotic tutor or study buddy, that never gets tired of endless explanations, task repetition, and breaking a big scary topic into smaller manageable steps. The possible solutions here are: Fact-checking and double-checking.
The greater the level of internalization of knowledge, the greater perceived depth of knowledge (Allee, 1999; Herling, 2000; Yaklief, 2010). Information becomes content when there is a situation to apply it (Nonaka, 1999, Yaklief, 2010), but does not require a depth of understanding to access or transfer.
The ubiquitous presence of digital devices and technology tools in education, including laptops, tablets, and smartphones, allows students to access a wealth of educational resources and multimedia content. E-books, online libraries, and educational software like Rosetta Stone support literacy and language learning in digital formats.
The implication, according to one NYT article : “the digital gap between rich and poor kids is not what we expected.” The real digitaldivide, this article contends, is not that affluent children have access to better and faster technologies. (Um, Um, they do.) Despite a few anecdotes, they’re really not.).
A focus on tackling the digitaldivide and resource inequities laid bare by the pandemic. He emphasized that school buildings provide not only instruction but also access to meals, resources and other important services that are difficult to deliver remotely. Teaching experience. Ned Lamont.
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