What’s next for Ed-Tech? Critical hopes and concerns for the 2020s

Analytical study on the impact of technology in higher education during the age of COVID-19: Systematic literature review

“…Some online emergency learning approaches are criticized for not adhering to sound pedagogical norms, best practices and prior studies (Hodges et al, 2020 ). Some have noted the potential negative effects of educational technology fixes being implemented quickly without balancing their effect (Selwyn et al, 2020 ; St. Amour, 2020 ). In addition, leaping into online education and online learning platforms has also raised concerns regarding surveillance and privacy and its impact on the lives of students (Harwell, 2020 ).…”

“…Some online emergency learning approaches are criticized for not adhering to sound pedagogical norms, best practices and prior studies (Hodges et al, 2020). Some have noted the potential negative effects of educational technology fixes being implemented quickly without balancing their effect (Selwyn et al, 2020;St. Amour, 2020).…”

Education Crisis, Workforce Preparedness, and COVID‐19: Reflections and Recommendations

“…There is no doubt that EdTech has become an important part of the educational equation for both traditional and corporate universities as a result of COVID‐19. The situation is a welcome market opportunity, but unless a careful governance structure is set up, the choices of universities and organizations regarding EdTech could potentially create new dynamics of power and control, creating new inequities and inequalities among learners (Selwyn et al 2019). While the role of EdTech in revolutionizing education is welcome and critical for the success of learning to go forward, universities and corporations must reflect deeply on balancing technological innovation and flexibility with ownership and control of lucrative learner data (Birch et al 2020).…”

Networked Learning in 2021: A Community Definition

“…Do technologies enhance learning, mediate learning or do they interfere radically in learning? If we aim at considering technologies not merely as neutral tools (Feenberg 2003;Heinsfeld and Pischetola 2019), but as agentic matter (Haraway 1991) embedded with values (Selwyn et al 2019), we need not only to acknowledge their active role in learning but explore how interactions with technologies (Kopcha et al 2020) entail a different quality of value, material texture, information, aesthetics, conviviality, and environment to which we couple our bodies and brains in a relational designed NL practice. In other words, we ask: how is learning taking place in the network and with the network?…”