Academic literature on the topic 'EdTech Adoption'
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Journal articles on the topic "EdTech Adoption"
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Phongsatha, Thanawan. "Unveiling the Influence of Technological, Learning, and Innovation Capabilities, Student Mindset, Perceived Benefits, and Government Policies on EdTech Adoption in Thailand." International Journal of Religion 5, no. 11 (2024): 4249–60. http://dx.doi.org/10.61707/3m4t8w49.
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This study investigates the influence of technological capability, learning capability, innovation capability, student mindset, perceived benefits, and government policies on the adoption of educational technology (EdTech) in Thailand. The research focuses on students from the ten private universities in Bangkok with the highest student populations, targeting a sample size of 515. A quantitative methodology was employed, involving the distribution of surveys to gather data. Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) were used for data analysis. The results indicate that technological capability, innovation capability, student mindset, perceived benefits, and government policies significantly influence EdTech adoption. However, learning capability does not show a significant impact on EdTech adoption. These findings provide valuable insights into the factors driving EdTech adoption in Thai higher education, emphasizing the importance of technological and innovative capabilities, as well as supportive government policies and positive student mindsets.
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Liang, Yanyan. "Family Involvement on the Effective Use of Education Technology in China: Status, Influence and Suggestions." Lecture Notes in Education Psychology and Public Media 74, no. 1 (2024): 151–57. https://doi.org/10.54254/2753-7048/2024.bo17886.
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The integration of Educational Technology (EdTech) into learning environments is transforming both formal education and family-based learning across the globe. In China, where the educational landscape is rapidly evolving, families play a crucial role in mediating the use of EdTech. This paper first explores the current state of EdTech use in households in China, including the types of EdTech tools used, the role of the family, and the existing regional differences. The influence of family factors on the adoption and effectiveness of EdTech for learning at home is further examined. Parents attitudes toward technology, particularly their willingness to engage with EdTech tools, play a pivotal role in determining how effectively these tools are used at home. Families socioeconomic status and parents education level also influence their ability to guide their children. Family relationships and how parents and children interact with technology also shape the effectiveness of EdTech. The paper concludes with recommendations for stakeholders, including parents, schools, and policymakers, on better leveraging EdTech for childrens academic and cognitive development. The findings suggest that family-centered EdTech design, enhanced collaboration between schools and families, and continuous parental learning can help maximize the potential of these technologies to improve learning experiences.
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Bhattacharya, Leena, Minu Nandakumar, Chandan Dasgupta, and Sahana Murthy. "Shaping the Discourse around Quality EdTech in India: Including Contextualized and Evidence-Based Solutions in the Ecosystem." Education Sciences 14, no. 5 (2024): 481. http://dx.doi.org/10.3390/educsci14050481.
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This paper examines the extent to which an initiative in India, namely EdTech Tulna, has been able to move towards decolonization of EdTech by shaping the discourse around the adoption and use of good quality and contextual educational technology solutions for Indian learners. Set up as a collaboration among researchers, practitioners, teachers and governments, EdTech Tulna aims to encourage the selection of EdTech solutions that are appropriate for the community they are designed for, rather than adopting solutions that market themselves or those that have been successful in Western countries. The paper adopts the lens of justice-oriented design and first critically examines the design of the EdTech Tulna index. Then, it examines the success and hurdles of the collaborative efforts towards the implementation of contextualized and evidence-based solutions in the ecosystem. By analyzing stakeholder interviews and meeting notes, this paper addresses two questions. First, how does Tulna assist in identifying quality contextual solutions that are likely to enhance the learning of children in India? Second, how do state government officials and practitioners collaborate with researchers to use research-based standards for selecting such solutions? The discussions outline the progress and draw a broad contour of the road ahead.
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Ip, Ken. "The rise of EdTech: Transforming education through entrepreneurial ventures." Advances in Online Education: A Peer-Reviewed Journal 3, no. 2 (2024): 177. https://doi.org/10.69554/nsvd4541.
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This paper examines the rise of educational technology (EdTech) through the lens of entrepreneurial ventures and assesses its impact on the educational sector. It describes how entrepreneurial startups have driven EdTech innovation by identifying gaps in traditional education models and developing technology-based solutions. Three theoretical frameworks — the theory of disruptive innovation, the technology acceptance model and the transformative learning theory — are applied to understand how EdTech innovations disrupt markets and influence user adoption. The evolution of EdTech is explored, from early developments such as online learning platforms and adaptive learning technologies to the accelerated integration of digital tools post-COVID-19. Illustrative examples of successful startups like Coursera, Khan Academy and Duolingo demonstrate how entrepreneurial ventures have democratised access to education. The paper also analyses how EdTech transforms teaching methodologies, enhances student engagement and enables personalised learning through data analytics. The application of EdTech across K-12, higher education and vocational settings is discussed. While beneficial, equitable implementation remains a challenge. The social and ethical implications of data privacy, algorithmic bias and the digital divide are also examined.
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Fariz and Tutik Winarsih. "Analysis of the Extended Technology Acceptance Model as A Basis for the Adoption of Educational Technology Startup Platforms." Eastasouth Management and Business 3, no. 02 (2025): 329–37. https://doi.org/10.58812/esmb.v3i02.409.
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The growth of startups in the Educational Technology (EdTech) sector in Indonesia has demonstrated rapid progress, aligning with global advancements in this field. The COVID-19 pandemic, coupled with the increasing demand for future-oriented skills, has driven EdTech startups to innovate in learning methods, approaches, and strategies. These innovations aim to create individuals equipped with skills relevant to the demands of the future. This research seeks to explore how technology-based learning processes developed by EdTech startups can be adapted and utilized by users to enhance their skills in facing the challenges of the modern era. The study adopts the Technology Acceptance Model (TAM) framework with the addition of a facilitating condition variable as an external factor to understand the impact of environmental conditions on technology adoption and usage. A quantitative approach was employed, collecting data from active learners using EdTech startup services in Indonesia during the 2018–2024 period. Data analysis was conducted using Structural Equation Modelling (SEM) techniques. The findings reveal that TAM effectively explains the factors influencing the acceptance and use of e-learning on EdTech startup platforms, particularly in supporting learning processes. Additionally, significant relationships were identified between facilitating conditions, perceived ease of use, and perceived usefulness. The study also confirms the interrelations among the main components of TAM, further reinforcing the model's validity in the context of digital learning.
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Pradeep Kumar Bhattacharjee. "Competing Strategies of EdTech for Market Development." Journal of Information Systems Engineering and Management 10, no. 50s (2025): 434–46. https://doi.org/10.52783/jisem.v10i50s.10213.
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The education sector has undergone a massive transformation with the rise of EdTech, creating an intensely competitive market. Digital education has gained prominence, especially in the wake of global disruptions, leading to a surge in EdTech adoption. India’s EdTech industry is projected to reach a valuation of $29 billion by 2030, growing at a CAGR of 25.8%, with over 11,000 companies contending for market share. In 2021 alone, EdTech startups secured $4.73 billion in funding, making it one of the most heavily invested sectors.This study explores the competitive landscape of EdTech and identifies key strategies that organizations use to gain a market edge. EdTech firms employ a mix of analytical tools such as SWOT analysis, Porter’s Five Forces, PESTLE analysis, scenario planning, and benchmarking to assess competition. However, sustaining a competitive advantage requires more than traditional strategic tools. Leading EdTech firms differentiate themselves by deeply understanding their target audience, offering personalized learning experiences, integrating cutting-edge technology, and forging strong partnerships with educational institutions.To stay ahead, EdTech players must continuously innovate and refine their market positioning. Successful companies focus on product uniqueness, leveraging artificial intelligence, gamification, and adaptive learning models to enhance user engagement. Additionally, customer-centric approaches, such as affordability, localized content, and seamless user experiences, play a crucial role in outpacing competitors. By closely monitoring market trends and adapting swiftly, EdTech firms can sustain their leadership position in this rapidly evolving industry.This study provides actionable insights into how EdTech companies can navigate competitive pressures and establish themselves as market leaders through differentiation, innovation, and strategic decision-making.
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Pujiono, Imam Prayogo. "EdTech Startups and Their Impact on Traditional Learning Models." Assoeltan: Indonesian Journal of Community Research and Engagement 3, no. 1 (2025): 35–45. https://doi.org/10.70610/edujavare.v3i1.802.
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The rapid growth of EdTech startups has introduced innovative tools that challenge traditional learning models, offering personalized, flexible, and technology-enhanced educational experiences. However, integrating these technologies into established educational institutions remains a complex and gradual process. This study aims to explore the impact of EdTech startups on traditional learning models, examining how these technologies disrupt, complement, or reinforce traditional pedagogical practices. Using a qualitative research design, the study employed semi-structured interviews, focus group discussions, and document analysis to gather data from educators, students, EdTech entrepreneurs, and administrators across urban centers in Indonesia. The findings reveal that while EdTech startups have the potential to enhance student engagement and learning personalization, their integration into traditional institutions is often hindered by infrastructural challenges, resistance to change, and a lack of digital literacy. The study highlights the role of the COVID-19 pandemic as a catalyst for accelerating EdTech adoption. In conclusion, the research underscores the need for a balanced approach that supports the professional development of educators, addresses equity in access to technology, and fosters collaboration between EdTech startups and traditional institutions. This study contributes to the growing literature on educational innovation, providing valuable insights for policymakers, educators, and EdTech developers seeking to integrate technology into learning environments effectively.
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Pandey, Digvijay, and Khurshed Iqbal. "EdTech Startups and Their Impact on Traditional Learning ModelsHybrid Classrooms: Redefining the Role of Teachers and Learners." Assoeltan: Indonesian Journal of Community Research and Engagement 3, no. 1 (2025): 47–57. https://doi.org/10.70610/edujavare.v3i1.803.
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The rapid growth of EdTech startups and integration into educational practices has led to hybrid classrooms combining traditional face-to-face teaching with digital tools. This transformation redefines the roles of teachers and learners, prompting a shift toward more flexible, personalized learning environments. This study explores the impact of EdTech startups on traditional learning models and how hybrid classrooms are reshaping these roles. Using a qualitative research methodology, data was collected through semi-structured interviews, participant observations, and document analysis in schools and EdTech hubs in Jakarta, Indonesia. The findings reveal that hybrid classrooms provide increased learner autonomy, personalized learning, and collaboration opportunities. However, they also highlight challenges such as digital inequities, teacher adaptation to new roles, and the need for ongoing professional development. Teachers are evolving into facilitators rather than traditional knowledge transmitters, yet they struggle with integrating new technologies effectively. The study concludes that EdTech tools while promising, require careful integration with human-centered teaching practices to ensure inclusivity and engagement. The research contributes to understanding how hybrid learning environments can be optimized to benefit both teachers and students. It offers educators and policymakers insights into the complexities of EdTech adoption in education.
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Gupta, Sandeep Kumar, and Saranya T.S. "NAVIGATING THE DIGITAL FRONTIER: THE UNIQUE CHALLENGES AND OPPORTUNITIES OF EDUCATION IN INDIA." Pedagogy and Education Management Review, no. 4(18) (December 30, 2024): 4–24. https://doi.org/10.36690/2733-2039-2024-4-24.
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The rapid digitalization of education has positioned India at a critical juncture, offering transformative opportunities and exposing persistent challenges. As the second most populous nation with a highly diverse education system, India's digital journey in education encompasses over 260 million school students and millions in higher education. While urban regions leverage cutting-edge EdTech tools, rural areas face systemic barriers such as poor connectivity, lack of devices, and limited infrastructure. The interplay of socioeconomic diversity, linguistic challenges, and infrastructure gaps reflects the need for innovative and inclusive digital strategies. This study explores India's unique educational landscape, focusing on the hurdles of digital transformation and the potential pathways to revolutionize learning through technology. The aim of this article is to analyze the challenges and opportunities of digital education in India, with an emphasis on bridging gaps in access, fostering inclusivity, leveraging technology to enhance learning outcomes, and addressing the unique socioeconomic and cultural factors that shape India's educational ecosystem.The article uses a qualitative analysis of India's digital education landscape, incorporating literature reviews, case studies of government policies, and data on EdTech adoption. The findings highlight a multi-faceted transformation in Indian education: digital divide; EdTech integration; government initiatives; blended learning models; focus on skill development; linguistic diversity; emerging technologies. Future studies should explore scalable and sustainable strategies to bridge the digital divide, with a focus on affordability, infrastructure development, and digital literacy. Research on the efficacy of emerging technologies in enhancing learning outcomes and integrating them into India’s complex education system is critical.
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Sabiteka, Micheline, Xinguo Yu, and Chao Sun. "Toward Sustainable Education: A Contextualized Model for Educational Technology Adoption for Developing Countries." Sustainability 17, no. 8 (2025): 3592. https://doi.org/10.3390/su17083592.
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Adopting educational technology remains a critical challenge in developing countries, particularly given limited resources and the urgency of achieving the United Nations’ Sustainable Development Goal 4 by 2030. This paper aims to create and validate a model for educational technology adoption for developing countries (ETADC) that addresses the gaps in existing models by incorporating education-specific factors and local contexts. The ETADC model integrates foundational theories with local and educational elements within the technological pedagogical content knowledge (TPACK) framework, empowering educators to enhance teaching–learning experiences for a tech-driven world. The ETADC framework includes six components—four sourced from established theories and two based on research into the experiences of in-service and pre-service teachers in developing countries regarding educational technology adoption. These components formulate an appropriate model for evaluating, identifying, and implementing educational technologies within developing countries’ educational contexts. Validation through meta-analysis and two-stage structural equation modeling in R Studio version 4.4.0 with data from 30 high-impact studies (sample size N = 8934) confirmed the model’s effectiveness, showcasing a strong fit and significant path coefficient. This model has been used to evaluate certain educational technologies for further adoption. ETADC offers a practical and scalable roadmap for sustainable EdTech adoption, potentially supporting educational transformation and development worldwide, particularly in under-resourced contexts.
Book chapters on the topic "EdTech Adoption"
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Kiernan Ferrigno, Beth A. "An Innovative Approach to Knowledge Management." In Cases on Enhancing Business Sustainability Through Knowledge Management Systems. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-5859-4.ch003.
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This chapter summarizes a case study of the Harborwoods Central School District's successful implementation of a knowledge management system to improve social emotional learning for students and teachers. The case study highlights the challenges faced by K12 education in the realm of EdTech, including high costs, wasted instructional time, and tools that do not align with district goals. The COVID-19 pandemic has led to an increase in the adoption of EdTech solutions without proper professional development. The case study explores how Harborwoods transformed resistant teachers into tech-savvy experts and how they supported their school community through social emotional learning, AI, and collaboration. The analysis identifies an autonomous approach, adopting AI and technology tools, structured project management, and continuous collaboration and innovation as the main drivers behind Harborwoods' success. The findings can help school leaders to develop effective strategies for improving EdTech usage, saving time and money for school systems, and enhancing learning outcomes.
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Bhattacharyya, Som Sekhar, Ankita Walke, and Yash Shah. "Study of the Impact of Emerging Technologies Across the Value Chain Function of Educational Technology (EdTech) Firms." In Advances in Business Strategy and Competitive Advantage. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8524-5.ch012.
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Narrative technology has been a prominent feature in educational value creation. Rapid penetration of internet and better digital infrastructure resulted in adoption of emerging technologies in education sector. As business of EdTech platforms soared up, the purpose of this research was to understand the impact of emerging technologies like big data analytics, cloud-based technologies, blockchain, machine learning, artificial intelligence, augmented reality, and virtual reality on various stages of EdTech value chain. This involved content creation, content distribution, and learning plus management system. A secondary data base case study analysis was carried out of EdTech firms in India. The value factors such as cost, accessibility, ease of use, and updated content came out as main attributes impacting acceptance of EdTech platforms. The mentioned emerging technologies impacted the content creation, delivery, evaluation, and feedback stages which resulted in improved performance across these value factors with lesser associated total costs.
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Jain, Dr Ruby. "Role of Technology in Shaping Future of Education." In A Decade of Shaping the Future: Global Harmony,Co-operation and G20. Iterative International Publishers, Selfypage Developers Pvt Ltd, 2024. http://dx.doi.org/10.58532/nbennurch17.
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COVID-19 epidemic has caused a fundamental transformation inhow we learn and how we teach, leaving an enduring effect on the educational system. The rapid adoption and use of educational technology (EdTech) steadily become a means to guarantee smooth learning by this unexpected circumstance. EdTech has become a major facilitator, facilitating both educational institutions and educational seekers to learn new set of skill and adapt to the demands of changing world, independent of geographic constraints. EdTech combines technology and digital media with conventional teaching methods to enable multimodal of learning. This offers flexibility, convenience, improves engagement, and produces learning solutions that are globally recognised. The aim of the chapter is to bring key insights about the increasing role of technology in opening new areas of learning in education industry
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Sidana, Neeru, Mehek Singh, Yash Bidhuri, and Poppy Febriana. "Education 4.0." In Immersive Technology for the Gig Economy. IGI Global, 2025. https://doi.org/10.4018/979-8-3373-1290-3.ch004.
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Digital transformation and e-learning are making the educational landscape dramatically change, both economically and socially, around the world. With increased investments in the EdTech sector, innovative technologies like AI, AR, and VR are enhancing learning experiences and accessibility. These advancements are not only bridging educational gaps but also driving economic growth by creating new markets and job opportunities in the digital education ecosystem. This Chapter examines the evolution of the EdTech industry, putting a focus on AI-based solutions that enrich learning outcomes, interest, and individualization. It tackles the pertinent issues of accessibility and equity through innovations such as AI tutors, regional language resources, and low-cost e-reading devices. The study captures the global patterns with adoption before and after COVID-19 and evaluates various economic impacts- the creation of jobs and possible replacement for old positions-.
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Wambua, Anthony Wambua. "eLearning Assessments, Issues, Mitigation Strategies, and the Future." In EdTech Economy and the Transformation of Education. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8904-5.ch002.
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eLearning continues to offer the promise of revolutionizing education. Lower cost of education, learning anywhere, and personalized learning are just a few benefits of eLearning. The COVID-19 pandemic exacerbated the need for technology-mediated learning. eLearning assessments continue to be an open challenge in the context of eLearning. Both novice and experienced teachers grapple with assessing learners in online classes. Issues such as the nature of assessments, exam integrity, use of appropriate assessment tools are now getting increased attention from researchers. Existing research in eLearning tends to focus on the technology, its adoption, and factors affecting its success or lack of it. A paucity of research on e-assessments leads to limited insights for teachers and institutions. Consequently, this chapter focuses on e-assessments, given the critical role of assessment in any form of learning.
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Bhattacharya, Indrajit, Atul Bengeri, and Anandhi Ramachandran. "Maturity Assessment Model for Evaluation of EdTech Tools (MAMET) Adoption in Higher Educational Institutions." In Development of Employability Skills Through Pragmatic Assessment of Student Learning Outcomes. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4210-4.ch006.
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With the paradigm shift towards digitally enabled, skill-focused, synchronous-asynchronous learning models being tested and deployed across various higher education institutions and universities across the globe, it is imperative and an essential element of the future of education and skilling. A holistic approach will bring about the necessary quality and improve the technology implementation to enable better outcomes. As hybrid/blended learning approach is evolving as the new pedagogy especially in the higher education segment worldwide; this chapter envisages to embrace technology in five dimensions—intelligent tutoring system (ITS) or adaptive learning, education management information system (EMIS), research-based learning (RBL), degree of automation, and IT security/ethics and privacy—towards arriving at a maturity assessment model for evaluation of EdTech, driven by artificial intelligence (AI), for adoption in higher education institutions. This would catalyze enhancement of outcome-based education (OBE).
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Olugbade, Damola. "Strategies for Small Business Resilience and Technological Adaptation Towards Embracing Industry 5.0 in Nigeria." In Advances in Business Strategy and Competitive Advantage. IGI Global, 2025. https://doi.org/10.4018/979-8-3693-7362-0.ch010.
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The advent of Industry 5.0 that combines advanced technologies like robotics, artificial intelligence, and cyber-physical systems seamlessly would be an opportunity and challenge for small businesses. This chapter looks at the vulnerabilities that small businesses may have to face during this technological paradigm shift and gives strategic ways in which these risks can be mitigated. It then digs into the fundamental tenets of Industry 5.0 by assessing the importance of technology adoption and adaptation in ensuring resilience as well as competitiveness among small businesses. Additionally, EdTech and other innovative technologies have been identified within this chapter to assist in upskilling and reskilling owners of small enterprises & their employees thus developing a culture of continuous learning plus innovation.Finally, this chapter outlines a full roadmap that small enterprises can follow to adopt industry 5.0 by giving them practical strategies and suggestions on how they can remain viable and sustainable in the face of technology-driven business world.
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Versteijlen, Marieke, and Marleen Janssen Groesbeek. "Perspective Chapter: Educational Technology under Scrutiny in Higher Education – A Framework for Balancing Environmental, Economic and Social Aspects in a Blended Design." In Reducing Carbon Footprint - Microscale to Macroscale, Technical, Industrial and Policy Regulations [Working Title]. IntechOpen, 2024. http://dx.doi.org/10.5772/intechopen.1005117.
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Following COVID-19, higher education (HE) has recognised the importance of educational technology (EdTech). With its growing influence on educational design, awareness of its role and impact on the sustainability transition in HE from an economic, environmental and social perspective is needed. Taking a holistic view, this chapter shows the opportunities and drawbacks of using EdTech in HE aiming at developing suggestions for responsible application. Economically, there are concerns because the earnings models of for-profit EdTech companies are focused on obtaining user data and benefit from a lack of transparency in data use, privacy and intellectual property. Environmentally, the use of EdTech can reduce the carbon footprint of HE institutions by opening a virtual space where students can learn and faculty can attend international conferences without commuting or travelling (by plane). However, device disposal and the energy consumption of hardware and data storage must be considered. Socially, using EdTech can foster the development of sustainability competencies if thoughtfully designed by applying pedagogical design principles for sustainability-oriented blended learning. Higher education can take control of a balanced use of EdTech in educational practice by focusing on ethical and human values and adopting a whole-institution approach to sustainability as included in the proposed framework.
Conference papers on the topic "EdTech Adoption"
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Verma, Meenakshi, Anuj Verma, and Anuradha Goswami. "Exploring the Adoption of Human Resource Analytics by Human Resource Professionals of the EdTech Sector." In 2024 8th International Conference on Computing, Communication, Control and Automation (ICCUBEA). IEEE, 2024. https://doi.org/10.1109/iccubea61740.2024.10774611.
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Kissova, Olga. "ADOPTING TECHNOLOGIES IN DEVELOPING COMMUNICATION SKILLS IN JOBLAB ENGLISH TRAINING COURSE FOR GRADUATES." In 9th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2022. SGEM WORLD SCIENCE, 2022. http://dx.doi.org/10.35603/sws.iscss.2022/s08.076.
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In the digital society variety of technological tools became available that bring the new tutoring student-centred ecosystem enhancing professional English L2 teaching/learning skills and abilities. The work aims at adopting technology in education (EdTech) by comparing the advantages and limitations and addressing experimental evidence on the effectiveness of technology-based approaches by developing English communication skills for graduates. The pre-experimental phase recognised and mapped the most effective and supportive approaches in topic-based presentation skills development. In an experimental 8-week lasting professional English language course, 50 students of economics from University Zilina formed an experimental group (N=25) with EdTech (educational technology) approach and a control group (N=25) with traditional teaching approach. The primary research method, the pedagogical experiment, is set to determine the correlation between students' attitudes to EdTech tools. The study is designed to explore the impact of EdTech on students' motivation, engagement, and development of speaking skills. In the post-experimental phase, pre/post-test results were compared based on the student's self-assessment questionnaire (5-Linkert scale, open-ended questions). Data was used to measure the differences in connection with the experiment. Both qualitative and quantitative research methods were implemented (mean, median, standard deviation) via SPSS software, and open-ended questions were coded and thematically analysed. The experimental group showed increased verbal and non-verbal skills and more strong retention, motivation, and engagement. Discussion leads expectation that with safe EdTech adoption, the future of education will look smart in terms of virtual reality, augmented reality, and artificial intelligence support enhancing real-world needs and core professional English skills development.
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Cernian, Alexandra, and Andreea Paul. "REVIEW AND PERSPECTIVES ON HOW BLOCKCHAIN CAN DISRUPT EDUCATION." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-175.
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Blockchain is the new electricity and the biggest invention after the emergence of the Internet. Now it is the most disruptive distributed technology, used to conduct secured transactions, carried out in a decentralized manner. Although this technology has been introduced with Bitcoin and is commonly associated with cryptocurrencies, it is currently getting more and more attention in many industry and governance sectors. For sure, education is one of the domains that can be changed soon by blockchain. It is estimated that the edtech sector it will reach $93.76 billion by 2020. Technologies like Artificial Intelligence and Virtual Reality have already been successfully integrated in the educational process. So, the next breakthrough could come from blockchain technology and there are already several perspectives on how it can transform education: o Improve record keeping and digital certificates o Increase efficiency in administrative processes (payments, smart contracts etc.) o Support the growth of MOOC initiatives o Create a disruptive model for the education industry This paper will focus on providing a state of the art of current initiatives and discuss the perspectives on how blockchain can disrupt the education industry. Although we expect the blockchain technology to revolutionize business processes in many industries in the future, its adoption requires time and effort. Blockchain will stimulate people to acquire new skills, while traditional businesses, including education, will have to completely rethink their processes. Considering that governments are starting to accept the benefits of blockchain and use them to improve various sectors, it is very likely that from 2020 we will see more examples of successful implementation of this technology.
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Osmanoglu, Baran. "Forms of Alliances between Humans and Technology: The Role of Human Agency to Design and Setting up Artificial Intelligence-based Learning Tools." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003154.
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This paper investigates the development of new forms of alliances between humans and technology in the context of interaction and collaboration between human and artificial intelligence (AI), with the aim to address responsible development and use of artificial intelligence-based learning tools (adaptive learning).The future of adaptive learning can make important contributions in education and improve student and teacher experiences, while raising challenges and risks that can be formulated as impacts on human life, both at the individual and societal levels. In todays’ context, adaptive learning tools are implemented to support instructors in the delivery of content and to provide learners personalised learning, without necessary involving end users throughout the design and running phases of these tools. The findings indicate there is a need to focus on human agency and pedagogy to enhance the adoption of adaptive learning. This paper investigates whether an embedded feedback system in AI based learning tools, based on participatory design, involving learners and instructors would help to overcome the risks and challenges related to the adoption of these tools. A process that involves an embedded feedback system is proposed. The approach adopted is to extend research on Cybernetics theory and other research on human-AI interactions to revise mutualistic relationship between humans and AI. The theory of cybernetics brings the idea to control entropy in a system through feedback. In other words, cybernetics is the science of feedback, information that travels from a system through its environment and back to the system (Wiener 1961). As stated by Dubberly, learning and adapting to the needs of a system are the goals of both iterative design processes and cybernetics. Thus, Cybernetics can provide a useful framework for augmenting designers in creating human-centred interactive AI-enabled products (Dubberly 2015). As these systems become more reliable and easier to work with, designers can embed them into tools-as AI subsystems-that can interact with people. This interaction can then support the AI subsystem to further learn and adapt to the user.This research will further extend with empirical studies to investigate more details on how human computer interaction design approaches can address risks and challenges associated with it and to show that there is a need to focus on human agency to enhance the design and setting up of adaptive learning, where learners, instructors and other education stakeholders need to be actively involved. The methodology used for data collection is primarily interviews conducted with different groups of AI-enabled tools practioners (data scientists, software engineers, software vendors, and leaders within organisations, EdTech professionals). Semi-structured interviews are chosen. The methodology used for data analysis is thematic analysis. This study is further supported with extensive literature reviews on research conducted on cybernetics, education technology and adaptive learning, and analysis of case-studies of organisations in the process of adoption of adaptive learning systems.Dubberly, H., Pangaro, P.: Cybernetics and design: conversations for action. Cybern. Hum. Know. 22(é-3), 73–82 (2015)Wiener, N.: Cybernetics or Control and Communication in the Animal and Machine, vol. 25. MIT Press (1961)
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Horany, Hana. "LEADERSHIP, PLANNING, AND CULTURAL VALUES: THEIR IMPACT ON ICT ADOPTION IN ARAB SECTOR HIGH SCHOOLS." In Dubai – 2025 EdTec – International Conference on Education & Learning Technology, 18-19 February, Dubai. Global Research & Development Services Publishing, 2025. https://doi.org/10.20319/ictel.2025.0708.
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The Arab society in Israel faces unique challenges stemming from complex socioeconomic realities, educational disparities, and cultural and traditional barriers. These challenges are particularly pronounced among disadvantaged populations, including high schools in the Arab sector in northern Israel and the Bedouin sector in the south. This study examines the impact of management patterns on the implementation of Information and Communication Technologies (ICT) in these contexts, focusing on the interplay between school leadership, teachers, and parents as key drivers of change. The study adopts an integrative approach, involving surveys conducted with 373 high school teachers and 44 semi-structured in-depth interviews—22 with teachers and 22 with parents of students in grades 10–12. Findings highlight the critical role of structured planning, effective communication, monitoring, evaluation, and supervision in the ICT implementation process. Cultural adaptations and strengthened collaboration between parents and teachers emerged as essential factors for success. Furthermore, the study reveals significant gaps in digital literacy among teachers, parents, and students, alongside challenges related to limited access to digital tools and resources. Community-based programs were found to be instrumental in fostering collaboration within the school environment and mitigating cultural and traditional barriers. The study recommends implementing culturally tailored systemic strategies that integrate community collaboration, technological training, and institutional support to enhance ICT integration and reduce educational inequities.
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Abdullah, Suhaily. "EXPLORING STUDENTS’ PERSPECTIVES OF ENGAGEMENT ON AN INDOOR EXPLORACE ACTIVITY IN ESL CLASSROOM." In EdTec – International Conference on Education & Learning Technology, 05-06 May, Kuala Lumpur. Global Research & Development Services Publishing, 2025. https://doi.org/10.20319/ictel.2025.115.
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In the post-COVID era, the integration of digital tools in English Language Teaching (ELT) has become increasingly important for promoting interactive and engaging classroom activities. This study investigates the use of Prezi (online platform) in an indoor language game called Explore-Hunt, to enhance student engagement in learning. Using the ASPECT (Assessing Student Perspective of Engagement in an Active-Learning Classroom) framework (Wiggins et al., 2017), the research aims to gather feedbacks from 46 diploma students across two different courses, selected through purposive sampling. Descriptive statistical analysis revealed high engagement across all three ASPECT constructs: Value of Activity (M = 6.78, SD = 6.81), Personal Effort (M = 4.83, SD = 0.43), and Instructor Contribution (M = 4.93, SD = 0.18). The findings highlight the effectiveness of incorporating digital tools and gamification in creating dynamic and interactive learning environments, particularly in TVET ESL education context. The study also contributes to the growing body of research on the application of the ASPECT framework in classroom action research, highlighting the potential for broader adoption of similar active learning strategies. Future research could explore scaling or adapting these methods for use in other ESL and subject-specific classrooms.
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Abdullah, Suhaily. "EXPLORING STUDENTS’ PERSPECTIVES OF ENGAGEMENT ON AN INDOOR EXPLORACE ACTIVITY IN ESL CLASSROOM." In 2025 EdTec – International Conference on Education & Learning Technology, 05-06 May, Kuala Lumpur. Global Research & Development Services Publishing, 2025. https://doi.org/10.20319/ictel.2025.218230.
Full textAbstract:
In the post-COVID era, the integration of digital tools in English Language Teaching (ELT) has become increasingly important for promoting interactive and engaging classroom activities. This study investigates the use of Prezi (online platform) in an indoor language game called Explore-Hunt, to enhance student engagement in learning. Using the ASPECT (Assessing Student Perspective of Engagement in an Active-Learning Classroom) framework (Wiggins et al., 2017), the research aims to gather feedbacks from 48 diploma students across two different courses, selected through purposive sampling. Descriptive statistical analysis revealed high engagement across all three ASPECT constructs: Value of Activity (M = 4.81, SD = 0.49), Personal Effort (M = 4.86, SD = 0.46), and Instructor Contribution (M = 4.96, SD = 0.23). The findings highlight the effectiveness of incorporating digital tools and gamification in creating dynamic and interactive learning environments, particularly in TVET ESL education context. The study also contributes to the growing body of research on the application of the ASPECT framework in classroom action research, highlighting the potential for broader adoption of similar active learning strategies. Future research could explore scaling or adapting these methods for use in other ESL and subject-specific classroom.
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Abdullah, Suhaily. "Exploring Students Perspectives of Engagement on an Indoor Explorace Activity in ESL Classroom." In 2025 EdTec – International Conference on Education & Learning Technology, 05-06 May, Kuala Lumpur. Global Research & Development Services Publishing, 2025. https://doi.org/10.20319/ictel.2025.115116.
Full textAbstract:
In the post-COVID era, the integration of digital tools in English Language Teaching (ELT) has become increasingly important for promoting interactive and engaging classroom activities. This study investigates the use of Prezi (online platform) in an indoor language game called Explore-Hunt, to enhance student engagement in learning. Using the ASPECT (Assessing Student Perspective of Engagement in an Active-Learning Classroom) framework (Wiggins et al., 2017), the research aims to gather feedbacks from 46 diploma students across two different courses, selected through purposive sampling. Descriptive statistical analysis revealed high engagement across all three ASPECT constructs: Value of Activity (M = 6.78, SD = 6.81), Personal Effort (M = 4.83, SD = 0.43), and Instructor Contribution (M = 4.93, SD = 0.18). The findings highlight the effectiveness of incorporating digital tools and gamification in creating dynamic and interactive learning environments, particularly in TVET ESL education context. The study also contributes to the growing body of research on the application of the ASPECT framework in classroom action research, highlighting the potential for broader adoption of similar active learning strategies. Future research could explore scaling or adapting these methods for use in other ESL and subject-specific classrooms.
Reports on the topic "EdTech Adoption"
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Ruiz, Pati, Eleanor Richard, Carly Chillmon, et al. Emerging Technology Adoption Framework: For PK-12 Education. Digital Promise, 2022. http://dx.doi.org/10.51388/20.500.12265/161.
Full textAbstract:
The Emerging Technology Adoption Framework was created with education community members to help ensure that educational leaders, technology specialists, teachers, students, and families are all part of the evaluation and adoption process for placing emerging technologies in PK-12 classrooms. We engaged an Emerging Technology Advisory Board through Educator CIRCLS based out of The Center for Integrative Research in Computing and Learning Sciences (CIRCLS) and gathered additional feedback from researchers, policy experts, the edtech community, educators, and families to ground our work through a community of experts. This framework is specifically designed to include community members in the process of making informed evaluation and procurement decisions and outlines the important criteria to consider during three stages of emerging technology implementation: (1) initial evaluation, (2) adoption, and (3) post-adoption. Each criterion has specific questions that can be asked of decision makers, district leaders, technology researchers and developers, educators, and students and families, as well as resources and people who might serve as resources when answering these questions.
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Sierra Noakes, Sierra Noakes, Alison Shell, Alexis M. Murillo, et al. An Ethical and Equitable Vision of AI in Education: Learning Across 28 Exploratory Projects. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/232.
Full textAbstract:
This report shares the learnings across 28 exploratory projects from teams across K-12 school districts, nonprofits, and nonprofit and for-profit edtech companies, leveraging AI to support numerous goals across K-12 educational settings. Through this report, we aim to highlight the early successes of AI, surface the key barriers that call for cross-disciplinary and collective problem-solving, and consider the potential for each sector to drive forward an equitable future for AI in education. Preliminary findings from these projects show early evidence of AI’s effectiveness in various tasks, including translation, speech recognition, personalization, organizing and summarizing large qualitative datasets, and streamlining tasks to allow teachers more time with their students. However, these projects also experienced challenges with the current capabilities of AI, often leading to resource- and time-intensive processes, as well as difficulties around adoption and implementation. Additionally, many surfaced concerns around the ethical development and use of AI. Through this work, we have seen exciting ways that cross-sector collaborations are taking shape and gained a large sample of examples that emphasize the need for co-design to build meaningful AI-enabled tools. We call on education leaders, educators, students, product developers, nonprofits, and philanthropic organizations to step back from our day-to-day and imagine a revolutionized education system.
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Shengjergji, Sofije, Anna Luzai, Stephanie Mills, Parker Van Nostrand, Anna Lindroos Cermakova, and Natalia Ingebretsen Kucirkova. Environmental impact of EdTech: The hidden costs of digital learing. University in Stavanger, 2024. http://dx.doi.org/10.31265/usps.285.
Full textAbstract:
The report "Environmental Impact of EdTech: The Hidden Costs of Digital Learning" highlights the often-overlooked environmental consequences of the expanding Educational Technology (EdTech) sector. While EdTech is frequently associated with reducing paper usage and promoting remote learning, the report emphasizes the significant environmental costs linked to the production, consumption, and disposal of digital devices. Key challenges include the energy consumption of data centers, the carbon footprint of AI-driven technologies, and the growing issue of electronic waste, which disproportionately impacts vulnerable communities. The authors advocate for integrating sustainability into the EdTech ecosystem by adopting environmentally conscious practices in both hardware and software development. By summarizing a large set of research and grey literature, the authors stress the importance of evaluating EdTech's carbon footprint, using renewable energy sources, and developing eco-friendly content that educates learners about environmental issues. The report also calls for collaboration across sectors and the need for global standards and certifications to ensure that EdTech contributes to both educational excellence and environmental sustainability. By aligning digital transformation with green practices, EdTech can play a pivotal role in fostering a sustainable future.
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Beoku-Betts, Iman, and Tom Kaye. EdTech Horizon Scan: Blockchain technology in education. EdTech Hub, 2022. http://dx.doi.org/10.53832/edtechhub.0101.
Full textAbstract:
EdTech Hub horizon scans are publications designed to provoke thinking on a range of topics related to the design, implementation, oversight, and monitoring and evaluation of educational technology (EdTech) tools, products, services, and related ideas. This EdTech Horizon Scan examines the use of blockchain technology in education. Beginning with an overview of blockchain technology, the scan explains what blockchain technology is and how it works. The next section focusses on how blockchain technology can be used in education. In particular, it looks at the benefits of using blockchain technology for micro-credentialing and ownership of learning credentials, the transfer of credits and smart contracts, storing student credentials, identity verification and intellectual property protection. Section 4 gives a summary of the use of blockchain technology, noting the different challenges that may be associated with adopting blockchain technology into education systems. Section 5, gives real examples of the use of blockchain technology in education and different education institutions. Key words: blockchain; cryptography; data; decentralised database; digitalisation; education; micro-credentialing; smart contracting; student credentials; verification An output of the EdTech Hub, https://edtechhub.org