Moving beyond the Predictable Failure of Ed-Tech Initiatives

Autor/inn/en	Sancho-Gil, Juana M.; Rivera-Vargas, Pablo; Miño-Puigcercós, Raquel
Titel	Moving beyond the Predictable Failure of Ed-Tech Initiatives
Quelle	In: Learning, Media and Technology, 45 (2020) 1, S.61-75 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sancho-Gil, Juana M.) ORCID (Rivera-Vargas, Pablo) ORCID (Miño-Puigcercós, Raquel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2019.1666873
Schlagwörter	Educational Technology; Technology Uses in Education; Educational Improvement; Educational Policy; Educational Change; Technology Integration; Teaching Methods; Educational History; Access to Computers; Public Schools; Private Sector; Nonformal Education + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching improvement; Unterrichtsentwicklung; Politics of education; Bildungspolitik; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; History of education; Bildungsgeschichte; Public school; Öffentliche Schule; Privater Sektor; Non-formal education; Non formal education; Nichtformale Bildung
Abstract	The development of Information and Communication Technology has created waves of excitement about its power to fix educational problems and improve learning results, prompting a succession of policy efforts to integrate digital technology into education. Educators, schools and corporations are increasingly driving these initiatives. This article makes the argument that a narrow vision of digital technology, which both ignores the complexity of education and wastes valuable public resources, is becoming an obstacle to significant improvement and transformation in education. Utilising our research and experience in the field of educational technology, this paper problematises the common elision of 'technology' and 'digital technology'. From this basis, we then critically reflect on various common approaches to introducing digital technology in education under the guise of promoting equality and digital inclusion. These include national government-led programmes, more recent trends for local school-led initiatives, and the role of non-formal education initiatives led by corporations/foundations. Amidst the varying surface-level 'failure' and/or 'success' of these approaches, we point to limited underpinning 'information and knowledge society' logics in framing the application of digital technology to education. As such we conclude by considering the educational challenges for future Ed-Tech initiatives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01