What if we had a universal basic connectivity?
This artifact explores a revamp of current digital education platforms, that gathers schedules, deliveries, resources, feedback and tuition, making sure that every school in Norway is following the same system, and that pupils, students and teachers have the same fundamentals for digital learning.
5G and feasibilityAs 5G is a mobile connection, it would allow students and teachers to have the same connectivity at home and at school. The government could offer 5G the same way they offer textbooks, ipads or other teaching material. With an established 5G connection across Norway, every school and home should be able to have the same possibilities. Using the network slicing capabilities in the 5G network, we could have an “educational slice” in the network, designated for all public schools.
By incorporating 5G through the government for educational purposes, it could help reduce social differences, and lead to a common denominator in digital education. One result of this educational 5G network could be the rise of new digital education solutions, using the expanded coverage, reduced latency and high speeds to improve the whole nations digital learning potential.
︎︎︎Teacher screen. They will see what class it is, what subject, how many is online and possbility to send out reminders. If any of the pupils/ students would have difficulties with their ipads, the teacher or IT team could also remote control and help out.
ReflectionBy Norwegian law, all pupils have the right to a safe school environment that promotes health, well-being and learning. How do these values transfer to a digital environment?
Supplying 5G to every pupil would secure the foundation for the next generation of immersive education, bringing VR, AR and other technologies not just to our classrooms, but everywhere. Running technologies such as VR and AR via a connection requires fast speeds and low latency to offer great experiences. Today, services like Google classrooms are being adopted by several educational institutions. This is a seemingly free-to-use, highly developed and available service. However, there is a price our schools are paying. Google claims that they never use your content or student data for advertising purposes. Do we trust them? Is data and privacy a fair payment for a well designed service?
The questions we ask through this artifact involve the future of digital education, data privacy and equality. What does the future educational system look like? What do we base our decisions on when selecting a new digital service for our schools? Should we allow megacorporations with commercial interests into our school systems? The current state of COVID-19 has shown us the role digital education serves in a crisis situation, and the importance of good digital services is in a setting where physical connectivity is limited.