This is the fourth in a series of essays surrounding the EdTech Efficacy Research Symposium, a gathering of 275 researchers, teachers, entrepreneurs, professors, administrators, and philanthropists to discuss the role efficacy research should play in guiding the development and implementation of education technologies. This series was produced in partnership with Pearson, a co-sponsor of the symposium co-hosted by the University of Virginia’s Curry School of Education, Digital Promise, and the Jefferson Education Accelerator. Click through to read the first, second, and third pieces.
In higher education, ed tech decision-makers are in the hot seat. They face the demands of end users, ranging from Luddites to technophiles and the pressures of vendors who have answers to everything — even when there is no question to start with. We have seen ed tech tools and applications proliferating in an environment demanding that higher education keep up with the 21st century, serve a wider audience, and better prepare students for careers.
At the same time, we now expect decision makers to ensure that their ed tech choices lead to better student outcomes. This might be higher grades, greater course completion rates, or a faster time to graduation