Issue link: https://maltatoday.uberflip.com/i/1515592
12 8.2.2024 Alexiei Dingli Prof Alexiei Dingli is a Professor of AI at the University of Malta and has been conducting research and working in the field of AI for more than two decades, assisting different companies to implement AI solutions. He forms part of the Malta.AI task-force, set up by the Maltese government, aimed at making Malta one of the top AI countries in the world OPINION Emerging technologies for education I n an age where technology is rapidly reshaping our world, the educational sector stands at a crucial juncture. e "Emerging Technologies for Education" (EMTEC4ED) project, an innovative in- itiative under the Erasmus+ Programme, is a testament to this key moment. is project is not just about integrating digi- tal tools into education; it's about reimag- ining how we teach and learn in a digital world. At its heart, EMTEC4ED is driven by the need to bridge the gap between current educational practices and the dynamic domain of emerging technolo- gies. It recognises a significant disparity in the integration of digital tools in ed- ucation and thus aims to empower ed- ucators to leverage these technologies in their teaching methodologies. is vision of EMTEC4ED is anchored in a commitment to digital literacy, innova- tion, and preparing for a future-focused approach to learning. e structure of this project is a well- thought-out journey through various phases, each crucial in achieving the grand vision of digitally empowered education. It begins with a thorough needs analysis and strategic planning phase. Here, the current state of digital education across participating institu- tions is meticulously assessed. is initial phase is not just a cursory overview; it's a deep dive into the exist- ing educational frameworks, teaching methodologies, and the extent of tech- nology integration in classrooms. is phase is pivotal as it sets a solid founda- tion for the project by identifying gaps and opportunities for tailored interven- tions. e importance of this phase is un- derscored by a 2020 report from the European Commission. It highlights the need for a comprehensive approach to integrating digital technologies in ed- ucation, emphasising the necessity of tailored strategies to address diverse educational contexts and needs. Following this, EMTEC4ED focuses on developing a dynamic curriculum that weaves emerging technologies into pedagogical practices. e creation of innovative training modules for edu- cators characterises this phase. ese modules are not just theoretical con- structs; they strongly emphasise the practical applications of cutting-edge technologies like AI, VR, and data an- alytics in classroom settings. is ap- proach aligns with the findings of var- ious educational technology studies, which have demonstrated the effective- ness of hands-on, practical experiences in enhancing teachers' competencies in using digital tools in education. A critical and transformative phase of EMTEC4ED is its pilot implemen- tation. In this phase, educators are en- couraged to bring their newly acquired digital skills to life in real classroom en- vironments. is is where theory meets practice, and educators experience the impact of technology-enhanced teach- ing methodologies. e importance of this phase is reflected in educational re- search, which shows that practical im- plementation and feedback are essen- tial for the effective integration of new teaching approaches. is phase is not only about applying new skills but also about gathering invaluable feedback and making iterative improvements to the training modules. EMTEC4ED has a broad range of objectives, each addressing critical as- pects of the educational field. Its goals include: • Boosting digital literacy among teachers. • Promoting innovative teaching techniques. • Equipping students for a future dominated by digital technology. • Cultivating a community of prac- tice dedicated to ongoing learning and exchanging best practices in digital education. However, such a project faces various challenges. ese include the varying levels of digital readiness among edu- cators and institutions. e fast-paced evolution of technology is another chal- lenge since technologies are constantly changing. However, the project sees these challenges as opportunities. ey provide room for expansion and joint problem-solving. e success of EMTE- C4ED is not a solo effort. It is strength- ened by the collective contributions of a consortium of organisations where each organisation contributes its distinct ex- pertise. e anticipated impact of technology can be vast and significant. It has the potential to catalyse a paradigm shift in educational methodologies, mak- ing technology-enhanced learning the norm rather than the exception. is initiative could leave a lasting legacy for a generation of students equipped with the skills and knowledge to navigate and shape a digital future. As we work to prepare the workers of tomorrow and help shape the 21st-cen- tury educational landscape, EMTE- C4ED emerges not just as a project but as a catalyst for transformative change. By focusing on the empowerment of educators in the realm of emerging technologies, it paves the way for a landscape that is innovative, inclusive, and prepared for tomorrow's challeng- es. In this journey towards a digitally empowered future, every step towards integrating technology into education marks a stride towards a brighter and better world. For more information and to join this transformative journey, visit EMTE- C4ED's website https://www.emtec4ed. com/ or follow the project on Facebook https://www.facebook.com/emtec4ed