Abstract
Digital platforms for education remain the vocal point of this study. The population of this study consisted of all the students in selected secondary schools in Ikot Ekpene of Akwa Ibom State. The study adopted a correlational research design while stratified random sampling technique was used in selecting the respondents. The instrument for data collection which was tagged “Assessment of Technology and Cultural Heritage and Preservation of Digital Platforms for Education (ATCHPDPEQ)” was administered to the respondents and used for the study.
The instrument was vetted by the researcher’s supervisor who is an expert in the field before the reliability test was conducted which produced the reliability coefficient of 0.84 proving the instrument to be reliable for the study. Data collected were analyzed using descriptive analysis and Pearson Product Moment Correlation Analysis. From the results of the data analysis, it was observed that technology empowers to preserve cultural heritage in unprecedented ways. From digitizing artifacts to creating immersive virtual experiences, innovative technologies offer new avenues for conservation and access.
While, Digital platforms facilitate interactive and inclusive educational experiences, transcending traditional boundaries of time and space. Technology serves as a powerful ally in safeguarding our collective heritage while simultaneously enriching educational experiences. However, technology and cultural heritage preservation in digital education underscores the importance of embracing innovation while upholding core principles of preservation and accessibility. One of the recommendations was that integrating cultural heritage topics into the digital education curriculum at all levels.
As well as encourage the development of interactive digital platforms that engage students in exploring cultural heritage through technology. These guidelines should address training on digitization processes, metadata standards, and long-term storage solutions.
CHAPTER ONE INTRODUCTION 1.1 BACKGROUND OF THE STUDY
The integration of technology and cultural heritage has become essential in shaping educational environments globally in the modern day. The advent of the digital revolution has created unparalleled opportunities for the retrieval and distribution of cultural knowledge. However, it has also presented substantial difficulties in the preservation of this heritage in digital forms. As educators increasingly utilize digital platforms for instructional reasons, it is crucial to analyze the impact of technology on the preservation of cultural heritage.
Technology’s incorporation into education has transformed teaching and learning approaches and given teachers new tools to engage pupils and deepen their understanding of cultural heritage (UNESCO2020). Through virtual tours, interactive displays, and multimedia resources, digital platforms provide immersive experiences that go beyond geographic bounds and let students explore a variety of cultures and historical situations. Applications for virtual reality (VR), for example, enable students to virtually tour museums, heritage sites, and archaeological sites (Smith, & Jones, 2020; Ajayi, J. Ade 2018). This enriches the learning process and promotes an awareness and understanding of different cultures.
The tangible and intangible facets of a society’s history, customs, and values are all included in its cultural heritage. The preservation of cultural heritage, which includes both old items and customs, guarantees that next generations will be able to comprehend and value their origins (Rovetta, et al. 2020 & Garcia-Dorado, et al. 2021). However, new opportunities for protecting and accessing cultural property have been made possible by the quick development of technology. Digital platforms present a singular chance to democratize cultural heritage access. Virtual museums, digital archives, and instructional websites offer people access to historical items and knowledge never before possible.
Platforms such as Google Arts & Culture and UNESCO’s World Heritage Centre, for example, provide immersive experiences that cut across national boundaries and let people learn about and experience cultural heritage from all around the world (Ogunleye, & Ighoroje, 2017; Okunlola, 2019). Technology also makes digitizing cultural items easier, which increases the sustainability of preservation initiatives. Virtual reality, 3D scanning, and high-resolution imagery allow museums and other cultural organizations to digitally recreate precious objects. Digital substitutes serve the dual purposes of protecting artifacts from physical degradation and increasing their accessibility to a broader audience (Garcia-Dorado, et al. 2021).
But maintaining digital platforms comes with its own set of difficulties. Digital legacy is seriously at risk from cybersecurity attacks, data degradation, and technological obsolescence (Gaffney, et al. 2019; Okunlola, 2019). Digital platforms run the risk of losing important content over time or becoming inoperable without regular upkeep and updates. Thus, in order to guarantee the lifetime of cultural material in the digital sphere, ongoing evaluation and financial support for digital preservation techniques are crucial. Significant concerns of representation and authenticity are brought up by the nexus between technology and cultural heritage.
Digital reproductions may not offer the same tangible experience as interacting with the actual objects, even while they offer unprecedented access to cultural artifacts (Okpewho, & Davies, 2019). Furthermore, biases and distortions in the way cultural heritage is presented could be sustained by digital platforms. As a result, it’s imperative to evaluate the authenticity (Yusuf, 2018).
1.2 Statement of the Problem
Concurrently, cultural heritage preservation has emerged as a critical concern, particularly in the digital age where traditional artifacts are vulnerable to degradation and loss. The assessment of technology and cultural heritage preservation within the context of digital platforms for education faces multifaceted challenges. There exists a disparity in access to technological resources, hindering efforts to digitize and disseminate cultural artifacts globally. While developed regions boast advanced infrastructures, many underprivileged areas lack the necessary technology to participate fully in digital platforms for education initiatives (Bennett, 2019).
The digital preservation of cultural heritage raises ethical dilemmas regarding ownership, access, and representation. Cultural artifacts are often tied to specific communities and identities, necessitating careful consideration of how digitization efforts may impact cultural sovereignty and integrity (Flanagan & Carini, 2017). Another dimension of the problem lies in the preservation of digital platforms themselves. As technologies evolve rapidly, digital platforms used for educational purposes must be continuously maintained and updated to ensure compatibility, security, and functionality.
Moreover, there is a need to address issues related to digital obsolescence and data degradation to safeguard the long-term accessibility of cultural heritage resources for future generations. The rapid evolution of technology presents logistical challenges in maintaining digital archives and ensuring their longevity. Formats become obsolete, software compatibility issues arise, and digital assets are susceptible to cyber threats, raising concerns about the reliability and security of digital repositories. The integration of technology into educational curricula demands critical evaluation to ensure it enhances rather than detracts from students’ understanding of cultural heritage.
Overreliance on digital tools may lead to a superficial engagement with material culture, undermining the immersive and tactile experiences that traditional learning environments afford (López-Varela et al., 2020; Dooley, 2017). The assessment of technology’s impact on cultural heritage preservation and digital platforms for education requires interdisciplinary collaboration among educators, technologists, cultural heritage specialists, and policymakers. Siloed approaches often overlook the interconnectedness of these domains, inhibiting holistic solutions to complex challenges (Morganti et al., 2018).