The chapter aims to discuss how people interested in incorporating different aspects of cyber security into the curriculum in higher education, corporate learning, and non-traditional learning environments can do so. Due to the COVID-19 outbreak, more businesses are switching to online platforms, which has resulted in a dramatic spike in the need for cybersecurity controls. The objective is to share how the immense impact of educational technology (ED Tech) in the age of COVID-19 lockdown is digitally focused on educational content and the basic need to be flexible and adaptable for students. Overall, this chapter proposes that the need for cyber security is becoming a more crucial facet of life. So, the report by intelligence system can examine threats and the platforms/applications for processing data can be examined. Cyber ED Tech protects against a variety of attacks, including cloud security breaches, denial of service (DoS), malware, zoombombing, password policy violations, and so on.
TopIntroduction
The COVID-19 coronavirus pandemic has brought forth an exceptional situation all over the nation. The COVID-19 (coronavirus disease) pandemic shattered education systems in most countries, concerning the limited educational options for many learners of all ages. This paved the way for more than 1.7 billion learners, including those in developing and low-income countries, to receive a high-quality education in safe environment (United Nations, 2020). In order to stop the spread of virus and lessen its effects, this emergency in the sphere of education has resulted in widespread shutdown of face-to-face operations for educational institutions in more than 190 nations. By mid-May 2020, more than 1.2 billion students at all levels of education worldwide will have ceased attending face-to-face sessions, according to statistics from the United Nations Educational, Scientific, and Cultural Organization (UNESCO).
To the hindrance of lower-income nations and regions as well as rural areas where migrant populations tend to be concentrated, UNESCO has identified significant gaps in educational outcomes that are related to the unequal distribution of teachers in general and of the best-qualified teachers (Messina, D. and García, 2020). On January 30, 2020, the World Health Organization (WHO) General Director designated the COVID-19 outbreak a Public Health Emergency of International Concern (PHEIC), and nations started implementing a various policy measure to stop the virus' spread. As soon as the COVID-19 epidemic was classified as a worldwide pandemic on March 11, 2020 (WHO), containment procedures were quickly adopted. In addition to the disruption of face-to-face teaching and the varying success of alternatives to traditional education, the pandemic's other direct and indirect effects made it harder for families to assist children and teens in their academic endeavors. The shocks and stress suffered by individuals who had close family members afflicted by the virus, as well as the learning restrictions brought on by kids having to study at home, reduced their ability to learn. Furthermore, instructors are forced to instruct from their homes because the demands of coursework must be balanced out, sharing little and providing access to communication and digital gadgets for the lucky few.
Although different online learning tools and programmers cannot guarantee that students will learn correctly, the useful tools for instructors to ensure that their students continue to learn after COVID-19 by allowing them to connect and communicate online. Even though COVID-19 has presented many issues and hurdles in the lives of students, teachers, and parents, there are several ways in which technology has improved children's academic performance. Additionally, it has sparked in the kids a drive, enthusiasm, and an interest in knowledge. Higher-semester students, or those who have just completed six semesters, are not only self-motivated to study but also make use of such platforms by participating in webinars, online meetings, and conversations to learn more about their intrinsic abilities and character traits.
In the world of cybersecurity, ED Tech tools are nothing “new.” Although ED Tech have always been utilized to train ambitious professionals, the pandemic's usage of them has increased the visibility of ED Tech in cyber classrooms. Institutions may adopt the US NIST (National Institute of Standards and Technology) Cybersecurity Framework as a collection of recommendations and other tools in their efforts to strengthen cybersecurity. Integrating ED Tech into the curriculum, cybersecurity also refers to reducing risks associated with data accessibility—ensuring users can use the data when needed and data security—protecting data from unauthorized modifications. Cyber concerned regulations and standard pointers have focused on gateways or firewalls and enabled device connections to virtualize cyber sessions using EdTech. Because of the widespread demand for cyber ranges in the classroom, cyber teachers can now able to design engaging, interactive learning experiences for their students, not limited to K-12.