……A Business Intelligence Analyst Perspective

The COVID-19 pandemic has significantly accelerated the global push towards integrating IT-focused education within educational institutions. This shift underscores the growing recognition of digital literacy as an essential component of modern learning, as schools and universities adapt to the demands of a rapidly evolving technological landscape. Early schools now increasingly adopt IT to foster curiosity, discovery, and other kids’ interests in guided learning. It also allows children to role-play around issues they identify with or do what they want to do when they become ‘grown up’. Understanding how IT influences young children’s learning skills development will be useful for Business Intelligence (BI) analysts to understand how technology can be harnessed in early learning.

This article presents an evaluation of implementing IT in early schools based on what it has achieved, shortcomings and improvement areas. This is analysed from BI perspective as a positive outlook towards the advancement in technology coupled with its shortcomings in equal measure is followed

Enhancing Learning Skills through Interactive Platforms

One of the main strengths of IT-based learning is its Interactive platforms, which improve performance and motivation to learn. These may cover ABCmouse in early schools to facilitate basics like literacy and numeracy. Similarly, DreamBox Learning, which is a K-8 maths platform, is a highly engaging and flexible programme with formative assessment ongoing to guide instruction. Also, ClassDojo enhances the social skills learning process for early learners due to its emphasis on allowing educators and families to collaborate and ensure that the young child develops his or her social and emotional skills. Learning across systems and frameworks is also improved by gamification, which also increases student motivation and mastery. Consequently, when compared to traditional learning, these tools promote greater engagement, critical thinking, and problem-solving abilities.

From a BI perspective, the data generated by these platforms offers valuable insights into student performance. Educators can track progress in real time and adapt learning strategies to meet individual needs. For instance, on Khan Academy, students complete practice exercises, quizzes, and mastery challenges tracked through the in-built analytics tools. Google Classroom also allow teachers to measure students’ understanding of concepts through quizzes and assignments. Test results, enrolment information, and attendance statistics are among the student performance data displayed in the digital dashboard.This data-driven approach aligns well with BI analytics by providing performance dashboards pinpointing areas where intervention is needed.

However, over-reliance on interactive platforms can raise concerns about the cognitive overload of young learners exposed to excessive screen time. Since IT-related gadgets are electronics, their adoption in early education forces children to interact with screens. Unfortunately, early first-time exposure and prolonged screen use in the first five years of life can cause delays in language development as well as worse executive functioning and potential concentration issues. It also leads to issues with eyesight, sleep patterns in kids, cognitive decline, and attention deficit hyperactivity disorder. A study published in JAMA Pediatrics found that children who engaged in high levels of screen time (over two hours per day) were more likely to develop attention deficit hyperactivity disorder (ADHD) symptoms Therefore, it is crucial to adopt BI insights to inform a balanced approach to integrating technology in early schoolsthat incorporates traditional teaching methods.

Offline IT Tools: EDUSystem and Personalized Learning

EDUSystem, an offline CBT exam software, exemplifies how IT can facilitate personalized learning while overcoming connectivity challenges. Because in many cases, internet connection is either scarce or quite unstable, EDUSystem offers a practical way of conducting exams and monitoring students’ performance without the necessity of constant connection to the Internet. With a feature to allow using exam materials offline, EDUSystem guarantees continuity of learning in schools that have the basic facilities. To this end, it is crucial to understand that offline IT tools such as EDUSystem can also produce useful data for performance monitoring even though they are not integrated into online platforms.

However, it must be noted that the potential of EDUSystem is limited by teachers’ ability to analyze the data and adapt the teaching approaches in response. If teachers are not trained enough, they will not use the analytics for learning to their optimum potential. It’s still unknown if this kind of training leads to ICT usage in the classroom occurring more frequently, but it is an effective way to improve teacher competencies with the tools. Therefore, it is important to focus on training to fully utilize its analytics for personalized learning.

The Main Challenge in Integrating IT in Early Schools: Digital Divide  

Nevertheless, while some schools have the resources to invest in IT, others struggle to provide basic infrastructure. This is traceable to a phenomenon called the “digital divide.” Which isthe difference between individuals who have adequate access to ICT and those who have “zero” or inadequate access. UNICEF reports that 75% of primary school-age students are unable to read comprehension or answer a basic maths issue, indicating that the level of instruction for those enrolled in school is inadequate. Accordingly, when it comes to possibilities for empowerment, education, and knowledge, young people in rural regions confront more obstacles than their counterparts in urban places. In certain regions, 15% of homes with kids in school don’t have high-speed internet connectivity at home; while 17% of teenagers do not have access to the internet makes it difficult for them to finish their homework. Therefore, BI analysts must inform policymakers of the need for equitable access to technology in early education.

Conclusion

IT has undoubtedly enhanced learning skills in early schools. The main strengths have been engagement, personalized learning, critical thinking, and collaboration. Also, tools like EDUSystem demonstrate how offline solutions can address connectivity issues, making technology accessible even in under-resourced areas. However, these benefits must be balanced against the risks of cognitive overload, unequal access, and insufficient teacher training.

However, for a Business Intelligence analyst, the task is always to critically consider educational data and provide strategies to maximize IT usage while considering these challenges. Decreasing child-to-teacher ratios can only be achieved with the help of Information Technology and depends not only on the development of related technologies but also on the possibility of its fair and sustainable use for children’s benefit. This helps teachers keep an eye on their kids’ progress, spot at-risk students, assess the effectiveness of their programs, and make the most use of their resources.