Future of Education Technology - Q1 2022

Q1 2022 | A promotional supplement distributed on behalf of Mediaplanet, which takes sole responsibility for its content

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Future of Education Technology

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“Educators are rising to the challenge and implementing new ways of teaching.”

Gavin Hawkins, Chair, NAACE

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“The COVID-19 pandemic has demonstrated unforeseen benefits of blended learning and digital technologies.”

Dr Charlotte Snelling, Policy Manager, Universities UK

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The future of education must embrace edtech Our focus now is looking ahead to life beyond COVID-19. We need to retain the best bits of technology, adapt them and implement them into our new normal.

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he pandemic has opened up new ways of working with technology we could barely have imagined just a few years ago. In the case of the Department of Education, we relied on technology to keep our children and young people learning through the pandemic.

WRITTEN BY Robin Walker MP Minister of State, Department for Education

Getting young people connected This builds on our work to get young people connected; putting 1.9 million laptops and tablets in the hands of disadvantaged children and young people; supporting 1,000 schools in hard-to-reach areas of the UK get online with super-fast broadband; and funding the pioneering Oak National Academy, an online platform supporting pupils’ education across the country.

Born out of the darkness of the pandemic, Oak has been a fantastic achievement and has shone a light on where technology can truly make a difference. We are now Our most recent edtech exploring how we can build on these foundations to create a real, long-term asset survey revealed 88% for schools, teachers and pupils.

Implementing edtech into new normal As we continue to improve education for all, we need to harness the power of edtech to help us. We can use technology to take care of the simplest of things in our schools, like intelligent systems to support attendance, communication and other administrative tasks. Doing so would free up our teachers to do what they do best: teach. of headteachers said We know teachers and pupils alike “technology had or would Supporting technology best practice have embraced technology. Our most recent edtech survey revealed 88% of We’ve been supporting teachers with contribute to improved headteachers said “technology had or training and advice on how to make the pupil attainment. would contribute to improved pupil best use of technology, including a pilot attainment.” On top of this, nearly two on how to use assistive technology in thirds of teachers said technology had or would lighten the classroom, to aid the learning of children with special their workload. education needs and disabilities.

The UK has a vibrant, and growing edtech sector, which I want to build on the investments made during the plays a key role in the global education market. The pandemic as well as the impetus to change our culture Government is embracing the innovation of this critical in schools toward a better use of technology, to empower sector and is supporting the drive for evidence-based tools teachers and aid learning. that work. We are taking our aspirations abroad too: we aim to increase education exports to £35 billion by 2030.

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Giving life to old devices in schools to help close the technology gap of engagement reported by teachers were significantly higher and have remained consistently high since,” she says.

Paid for by Google

We were able to provide devices for almost 17% of our learners, which was around 65 households and 115 learners in total.

There’s no doubt that technology is transforming teaching and learning. The new technology is helping schools provide more equitable access to edtech tools and reduce e-waste

WRITTEN BY Anna Artemyeva, Google for Education Head, UK & Ireland

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f there is one big lesson that education leaders can take from the past two years’ of school closures and disruptions to classroom learning, it’s that technology can help close gaps in education. From the ability to teach science labs without any equipment, to taking students on virtual field trips to museums across the globe, inspired teachers are using edtech innovations to redefine educational experiences and give students ‘aha’ moments from afar.

The problem is not everyone has access to the devices needed to make the most of these innovations.

In a 2020 National Foundation for Education Research study, teachers repeatedly highlight the importance of ‘all students having good and reliable access to appropriate technology’. Yet the May 2021 Department of Education report found that 1:1 access to laptops or tablets for pupils was extremely low, with just 1% of primary schools and 2% of secondary schools achieving the ratio.

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Equitable access to edtech To help close the gaps and make more devices accessible to students, Google for Education has introduced Chrome OS Flex. This cloud-first, easy-tomanage, and secure operating system can be deployed on PCs and Macs – or even to revive old Chromebooks – giving schools an affordable, sustainable way to get more life from older devices. Indeed, education leaders are hailing it as a key strategy in accelerating the implementation of 1:1 devices for every learner.

For example, St. Andrew’s Primary School in NewPort, Wales is using the technology to modernise its old devices. “Being able to distribute refreshed devices has had a significant impact on remote learning for our school,” says Ellece Davies, Digital Competence Framework Coordinator at St. Andrew’s.

“We identified the families most in need of a device. From this, we were able to provide devices for almost 17% of our learners, which was around 65 households and 115 learners in total.

After distributing the devices, levels

Investing in sustainability Chrome OS Flex, previously called CloudReady, instantly modernises a school’s existing devices. At no cost to download, it transforms existing devices to provide educators and students with a unified, modern teaching and learning experience. It’s our way of helping to make computers easier and safer to use, while also becoming more sustainable.

Instead of taking old devices to recycling centres or having to replace relatively new working devices because they don’t fit with the rest of a school’s infrastructure, schools can easily upgrade existing equipment. It can be installed through USB or network deployment and, once installed, school IT admins can easily manage all devices via the Admin console.

“The installation is simple, which allows me to convert older computers quickly. It’s helped the school to turn almost 200 old computers into up to date computers that we expect to use for another two years,” says David Wong, Senior ICT Technician at Lilian Baylis Technology School.

This solution has the same security updates and release cadence as Chrome OS. From built-in protection against threats, to Google Safe Browsing, schools gain extra peace of mind that the user experience is as secure as can be.

Schools across the UK and Ireland can apply for a trial without having to commit to updating an entire fleet of devices. Apply for a trial at chromeenterprise.google/os/chromeosflex/ For more information, scan the QR code

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Evidence based What does edtech solutions are the key to best practice success of edtech sector WRITTEN BY Gavin Hawkins Chair, Naace

really look like?

To gain a greater knowledge of edtech best practice, we need to champion the principles that enable it to take place.

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ducation technology provision has continued to climb throughout the pandemic as schools explore new methods of supporting hybrid learning. Despite the significant impact of COVID-19 on the education sector and ongoing disruption, educators are rising to the challenge and implementing new ways of teaching that were arguably over a decade away from wide-spread adoption.

As an organisation that is committed to developing the role of edtech in schools, we’re proud to see so many examples of innovation.

To build upon this, there is great value in schools re-visiting some key underlying principles that allow great teaching practices to shine through, taking a fresh look at what best practice should look like in 2022 and beyond.

Establishing vision and leadership Sometimes school leadership teams can underestimate the importance of having a robust strategy for edtech that is led from the front. Regardless of the technology provision in place, without a vision and strong leadership, the impact of edtech on teaching and learning will unlikely reach its full potential.

Understanding the landscape While it is important to be able to lead from the front, staff buy-in is fundamental if you want to achieve success. Never make assumptions about digital literacy or past initiatives, seek in-depth feedback from staff in all areas of your school which will underpin your approach.

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Supporting equal acceess Edtech infrastructure no longer ends at the school gates. Consider challenges such as access to technology, internet connectivity and the digital literacy of parents and guardians at home. Where resource allows, the education sector must strive for equal learning opportunities at home, especially with ongoing disruption expected due to COVID-19.

The past two years have highlighted the importance of technology and, as we emerge from the pandemic, we must find a way to embed edtech across the curriculum.

I WRITTEN BY Nina Iles Head of EdTech, BESA

Evaluating impact When assessing the impact of edtech we often look at key data, such as attainment, as a measure of success. While this can be useful, especially over longer periods of time, it is important to distinguish between shallow and deeper learning, considering skills such as communication and collaboration.

Map these out in your strategy to help you identify wider educational impact.

By refocusing edtech strategies, schools can maximise the impact of technology on teaching and learning even further. It will also allow schools to build resilience and digital confidence that is sustainable.

The Naace Self-Review Framework is designed to support schools in strengthening edtech strategies and recording best practice.

Naace is committed to engaging with the education community to further explore the changing landscape of edtech and share examples of best practice.

At BESA, we continue to take our LearnED roadshow round the country to enable teachers to share with peers best practice when it comes to finding, implementing, using and gaining the desired results with edtech as part of their teaching practices.

n March 2020, Prime Minister Boris Johnson announced the first UK COVID-19 related lockdown.

He advised us to stay indoors, to stay safe and, where possible, to work from home, learn from home and live in bubbles. So began the implosion of normal.

Two years on and normal is making a comeback, but it is different – it’s adapting, like us, to a life post-lockdown. We have a choice: we can emulate the way things were or we can review, reinvigorate and replenish.

The long-term use of edtech solutions One of the best examples of adapting I’ve seen has been from educators who had little option other than to embed education technology (edtech) into their pedagogical practices during lockdown and who continue to explore ways to sustain its use across the curriculum.

Edtech, which may have once felt imposed on them or maybe viewed as a temporary ‘emergency response,’ has become valued by many for the positive impacts it adds to the mix. Such impacts might be time saved with the use of lesson planning and marking solutions; increased engagement, wellbeing and class collaboration via online quizzes and interoperable web-based platforms or the access and inclusion provided by SEN solutions. As well as AI enabled resources that support teachers and pupil alike to ensure stamina across subjects such as english, science and maths, art, filmmaking and music.

There is so much to explore and embed, but school leaders first need to know that the edtech they choose to implement in their schools will achieve the results their pupils and teachers deserve. They, like BESA member providers of edtech solutions, know that evidence-led research on outcomes is key to the ongoing design and uptake of good edtech solutions.

Laurie Forcier, Chief of Staff and Director of Partnerships for Educate Ventures Research said: “At Educate Ventures, we believe that evidence is key to the success of the edTech sector. We work with Edtech founders to bring an evidencefocused mindset to their work so that they can regularly make improvements and share results with educators clearly and transparently.”

Combining old and new practices As we collectively untangle ourselves from the effects of the past two years and rebuild that which has been weakened by COVID-19, I hope that we will all continue to adapt the shape of normal where things can clearly be improved.

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Five steps to engaging the school community with technology The possibilities presented by technology are greater than ever before. Schools need to embrace the opportunities in front of them and engage their whole community in the learning conversation.

WRITTEN BY Rob Eastment Senior Product Marketing Manager, Firefly Learning

Paid for by Firefly Learning

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ver the last two years, it has become clear that teaching and learning is very much a team effort. Schools need to engage their whole community if they are to bring about the best outcomes for their students, but this can sometimes be a significant challenge. However, there are steps that schools can take to simplify the process and bring everyone into the learning conversation.

Step one: understand the barriers

completely alien to parents. Setting out expectations clearly and concisely, for parents as well as their children, will make it easier to support the student’s learning at home.

Step four: gather feedback

Good communication is a two-way process and people are more invested if they feel that their voices are heard.

Understanding the concerns of the school community allows leadership to be more proactive in their approach to communication and to head off issues before they escalate.

We cannot force people to engage, so we need to make the process as simple as possible. We can start by talking to the different school groups and finding out what is getting in the way. Technology is a great way of overcoming barriers, but it needs to be used wisely if it is not to become a stumbling block in its own right.

Step five: make everyone feel part of school life

Step two: embrace transparency

Like any community, schools thrive on an atmosphere of openness and communication and technology provides the tools to engage everyone in this common goal. This is the time for teachers, students and parents to embrace the opportunities available to them and grow the relationship between home and school further.

The more open we are about the learning experience, the more engaged people become. A policy of continuous reporting, for example, can feel like a big step but means that everyone can collaborate more effectively in the learning process.

School life goes far beyond the classroom. It is the richness of activity that is most engaging and sharing this across the school community helps to engender a sense of belonging.

Technology has opened up the possibilities for schools with online video and audio, elevating traditional newsletters.

Step three: de-mystify the learning process

Find out more at fireflylearning.com

It is sometimes too easy to forget that we are not all education experts and things teachers take for granted are

Video learning for the 21st century school

of using it can now be taken to a new level as a “symbiosis between technology and the traditional classroom.” Edpuzzle, adds Quim, is not a substitute to a teacher, but should complement the learning process.

Video learning platforms that came to the fore during COVID-19 lockdown periods are shaping the educational teaching landscape as schools enter the post-pandemic era.

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any schools switched to online learning during the pandemic lockdowns out of necessity. But as education returns to traditional teaching, virtual and video learning elements of education are being retained in a “hybrid”, or blended learning, format as platforms evolve to better meet the needs of teachers and pupils.

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Individual learning Former maths teacher Quim Sabrià believes video learning is an integral part of modern education but emphasises it must retain the key element of individual learning, rather than the one-size-fits-all aspects of other platforms some schools used to continue learning during lockdown.

He launched Edpuzzle – an

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interactive platform where teachers can transform any video into a lesson - with three co-founders in 2013.

Post-pandemic education During lockdown, the edtech platform rose in popularity because of its ease of use and the way it allowed teachers to embed questions during videos, monitor the way students accessed and used the video at their own pace and analysed student performance and response.

In the post-pandemic educational landscape, he feels it is natural for schools to continue using such technology, but in a hybrid learning approach that embraces face-to-face and virtual teaching.

Acknowledging that videos were part of the teaching process prior to the pandemic, he believes experiences

Strengths and needs Daren White, who has been a teacher for 23 years, is also Academic Technologies Specialist and Edtech Demonstrator Delivery Lead for the Academies Enterprise Trust, which has 57 primary, secondary and special schools across the UK. While teaching pupils at home during lockdown, he says it became apparent there were issues around sound quality and with pupils watching content “at the same speed, at the same time”, at the expense of being inclusive and “working to the strengths or needs of individual students.”

Platforms such as Edpuzzle, he adds, overcome this by tracking student performance, offering feedback and allowing individual interaction between teacher and student.

Within the classroom, the video learning platform allows for “rotation stations”, where some students watch the video while others discuss what they have learned.

He says teachers find the approach straightforward and it is popular with pupils, making them “more competent with finding information out for themselves.”

INTERVIEW WITH Quim Sabrià CEO, Edpuzzle

INTERVIEW WITH Daren White Academic Technologies Specialist and Edtech Demonstrator Delivery Lead, Academies Enterprise Trust WRITTEN BY Mark Nicholls

Find out more at edpuzzle.com

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Why it is important for government to utilise the shift to digital learning What has the pandemic taught us about digital learning technology?

The COVID-19 pandemic has demonstrated unforeseen benefits of blended learning and digital technologies to universities.

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he COVID-19 pandemic led to universities moving much of their teaching and learning online, as government restrictions and public health advice prevented large in-person and indoor gatherings.

With vaccinations and a greater understanding of how to minimise the risk of the virus spreading, universities have been able to re-open and welcome students back to campuses. They are enjoying the renewed access to our world class facilities and the benefits of more face-to-face interactions with staff and other students, both in and out of the classroom.

Benefits of blended learning The experience of the pandemic showed there are huge benefits in the flexibility and opportunities that digital and online learning can provide, including: • Greater accessibility for students from non-traditional backgrounds or students with caring responsibilities, disabled students or those with jobs who may struggle to attend in person and/or always at the timetabled hour.

• More opportunities to revisit and engage with online materials to cement understanding of a topic.

• Access to global networks and world-leading experts delivering online guest lectures.

• Increased capacity for study skills and careers workshops that are no longer limited by room availability.

• More engagement in lectures through interactive chat functions and online polls.

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It would be foolish to think we should simply return to a prepandemic world without considering these findings – not least because the pandemic has arguably been a catalyst for changes that have been talked about for years.

Preparing graduates We also know that the ability to use digital technologies and work remotely are now important skills our graduates will need with the changing world of work. Universities have a role to play in ensuring students are confident users, such as delivering an online presentation, curating an online art show or holding an online consultation with a patient or client.

Digitally enhanced future Universities are now exploring digitally enhanced learning, mixing face-to-face and online opportunities, supported by appropriate edtech – complementing already highquality courses delivering accessible academic content, improved student experience and outcomes.

This presents exciting opportunities to reconsider how we use our buildings to best facilitate learning, how we develop more authentic assessments and how we redesign curriculums to best prepare our students for the future.

WRITTEN BY Dr Charlotte Snelling Policy Manager, Universities UK

While the pandemic caused great disruption to the education sector, an accidental benefit has been a step towards change in education technology.

WRITTEN BY Geoff Barton General Secretary, Association of School and College Leaders (ASCL)

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fter a slow start, the Government distributed more than 1.3 million laptops to schools for children without access to technology and is providing a further 500,000 laptops this academic year. Teachers experienced what amounted to a crash course in delivering online education. A wealth of digital resources was created to bolster a national home schooling effort.

It was not – and never can be – a substitute for the interaction of classroom teaching. It was a system forged in extremis. However, it familiarised teachers with digital platforms and new pedagogical approaches.

Potential of blended learning The challenge now is how to capitalise on this experience and build education technology into the classrooms of the future, not as an emergency backstop, but to enhance learning to the benefit of children and their teachers. There is much discussion of blended learning – the integration of computer technology into lessons alongside interaction with a teacher.

If achieved correctly, blended learning has the potential to utilise rich digital resources for children while freeing up teachers to spend more time talking with pupils about their learning and providing them with tailored support.

If achieved correctly, blended learning has the potential to utilise rich digital resources for children while freeing up teachers to spend more time talking with pupils about their learning.

Demand for a new approach However, the Government’s approach to education technology is unlikely to provide us with a coherent vision of how to achieve this ambition. It is based on schools bidding to become ‘edtech demonstrators’ to share ideas with other schools. Though well-intentioned, it is an inherently piecemeal way of doing things, under-resourced and under-powered.

The Government’s approach does not even begin to address the potential of technology to replace pen and paper exams with online assessments. For a generation of young people accustomed to keyboards, it is anachronistic that they must handwrite exams and that there is an entire industry for transporting, securing and marking millions of scripts.

Imagine the time, expense and hassle that could be saved by online assessments.

A need for government support For all these reasons, what we need is a coherent national strategy on education technology which invests and utilises the extraordinary power of the digital age. Such a strategy needs to be coordinated and resourced by the Government, working in collaboration with the education sector and drawing on technological expertise to develop deliverable plans which can become part of every classroom. The potential is unquestionably there, all that’s needed is an act of ambition and imagination on the part of the Government.

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High quality digital tools are crucial for education The technology that took education through the pandemic is being given a central role in the classroom and students are seeing the benefits.

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echnology played an important part in education during the COVID-19 pandemic but as schools and colleges resume face-to-face lessons, it continues to evolve as a teaching tool.

Education technology specialist Matt Waring emphasises the importance of schools using robust, high-quality, equipment that enhances the learning experience for all pupils.

INTERVIEW WITH Matt Waring Education Channel Manager, Logitech

Good quality equipment Headsets, webcams, keyboards, cases and microphones not only offer good engagement, but also take student wellbeing and ergonomics into account.

“Research shows that typical in-class technology use prepandemic averaged 35 minutes a day,” says Waring. “Now this is closer to three to four hours per day.”

“It is important to make sure that appropriate equipment is provided to support wellbeing, posture and comfort.

Equipment should be enjoyable and easy to use which ensures greater engagement.”

While the pandemic accelerated technology use, it has also provided an opportunity to take a new view of how teaching is delivered.

WRITTEN BY Mark Nicholls

Paid for by Logitech

Education solutions Waring, who is Education Channel Manager (UK & Ireland) for global technology company Logitech, says: “Technology should not be a distraction, it is all about enabling better learning outcomes.

“There are different types of learners in an education environment, so it is about students having the choice and ensuring all learning styles can focus, be more productive

Technology should not be a distraction, it is all about enabling better learning outcomes. and thrive regardless of what that classroom might look like.

“It is important that no matter what the environment is, students and teachers can still be heard and focus on teaching and learning.”

Enabling creativity Innovations such as the Logitech Crayon and Logitech Pen which work with iPad or Chromebook can help creativity flourish.

“It enables the student to act in their normal learning style and is as comfortable as holding a pen. This allows plenty of opportunity for adapted learning, so students can solidify and show their knowledge their own way and reach their full potential.” he says.

“Studies show that students retain information better if they are physically writing it down, instead of typing it out, which is something that the Crayon and Pen will facilitate.”

Life skills for work While students enjoy using education technologies, he said it also provides the life skills of taking such technologies into the world of work.

The right technology solutions break barriers, allow students to collaborate without distraction, and ensure inspiring educational experiences are always within reach.

Find out more at logitech.com/ en-gb/engb/ education.html

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Using edtech to empower the learning experience The ‘World of Tomorrow’ was the theme and, at the height of the event, to a packed standing room only audience, Elektro was launched - the walking talking robot, proudly boasting, ‘my brain is bigger than yours.’

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he year was 1939 and New York City had just put on the largest exposition in US history. Although Elektro was a marvel to all who saw it, it was merely an extension of a limited number of human capabilities, the culmination of which was the smoking of a cigarette!

WRITTEN BY Charles McIntyre Co-Founder, EdTechX Co-Founder and CEO IBIS Capital

The untapped potential of technology The parallel to our own time is that we are again faced with the fabled riches of technological wizardry. No more so than in education where we deliver curriculum into the palm of a student’s hand pretty much anywhere on the planet, at a time of their choosing.

This may seem a great achievement and, during the lockdowns of COVID-19, a necessity to keep some form of education ticking over, however, this is ultimately lazy edtech. In the same way Elektro robot blew smoke in our faces, we are blowing out the same old material, just in a more accessible way. Education doesn’t get better just because you can press rewind endlessly on the bus home.

The challenge is how to use technology in a way that addresses the way we learn.

Improving the way we learn The challenge is how to use technology in a way that

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addresses the way we learn. Today, we understand so much more about the science and experience of learning. We need to move the role of edtech away from knowledge transfer to the empowerment of the learning experience.

We already have a huge toolkit; gamification, adaptive content, virtual reality, AI and analytics. We now need to take these tools and create a learning experience that responds to all the human dimensions of learning - tools that engage, inspire, excite, interact, learn and motivate in a holistic way, bespoke to the individual. Most importantly, it should not be served up in an unorganised smorgasbord but arranged so as to create an efficacious learning experience.

Embracing learning science The experience of learning is what transforms the transfer of knowledge from a meandering visit to the museum of ideas to a living body of useful information that allows the human brain to flourish. We need to embrace the best of learning science with the best of learning technology rather than try and use technology to recreate what we already have. The ‘World of Tomorrow’ is the world of experience, learning and empathy powered by technology.

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Creativity, confidence and choices are the future of edtech For many schools and families, the last two years have seen a ‘crash course’ in edtech. The question now is: which lessons do we choose to take forward?

WRITTEN BY Les Hopper Director of Digital and Assessment, Pearson

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atalysed by the pandemic, edtech became the mainstay of every stage of learning – being simultaneously the register, the virtual classroom and where assessments and homework took place.

Necessity opened up a new world of exploration and experimentation to enhance education. Creating online story times, ‘learning missions’ and virtual trips, Pearson National Teaching Award winners exemplify the creativity suffusing the education community. And they’re not alone.

In our recent survey, one in four teachers (26%) reported that the shift to online learning led to increased creativity in lesson delivery or content.

Confidence and skills boost Stephen Sadler, Head of Digital Learning, Creativity and Innovation at East Barnet School says: “It’s got teachers believing in themselves, that they’ve got the scope to deliver learning in a completely different way and in a more personalised way as well.”

Our 2021 survey of 6,817 UK educators revealed the extent of the digital upskilling, with 81% reporting skills improving amongst staff and 64% seeing the same amongst their students.

Joe Yates, Deputy Headteacher of Rowledge C of E Primary School says: “It’ll be important that we build on this over time. For all the challenges that lockdown presented – and

any learning deficits we’re seeking to address – children now have a welcome surplus of digital learning skills that we should nurture and celebrate.”

The edtech evolution Harnessing this creativity and confidence is thus not only a priority for schools but also for any edtech tool. Recent exposure to so many of them means schools are rightly more discerning and demanding in what they expect to see as standard.

Going forward, technology has the potential to enhance every stage of education and we should set our aspirations and expectations high.

For Pearson, this is driving the evolution and continual improvement of our digital services. Our guiding principle is that we harness technology in education not because we must or can, but because it’s the right tool to maximise teaching, learning and assessment.

Finding inspiration through collaboration Making choices about where and how edtech can have the best impact relies on curiosity, creativity and comprehensive research.

Fuelled by collaboration with schools, our ActiveHub family of digital services connects teaching and learning whenever and wherever it happens. Flexible content, assessment and powerful insights support teacher choice and the creation of personalised learning experiences that encourage every learner to progress.

When introducing an onscreen exam for Pearson Edexcel GCSE (9–1) Computer Science so students could demonstrate practical skills in real time, we looked to our onscreen assessments in 115 countries for inspiration. It is also what led 4,000 students to take onscreen GCSE mock exams in 2021 with our Mocks Service.

Looking to the future Encouraged by feedback from students, teachers and employers, we’re working with the education community and are firmly focussed on creating the qualifications of the future.

Going forward, technology has the potential to enhance every stage of education and we should set our aspirations and expectations high.

With the right edtech tools and support, we can choose to further enable access and inclusion, enrich key skills and knowledge and encourage progress. By doing so, we can not only positively impact teaching, learning and assessment, but also the life choices and opportunities of our young people.

Let’s choose to work together to make that future a reality.

Paid for by Pearson

Find out more at: go.pearson.com/ FutureEdTech

Explore the assessments of the future, today Explore how our onscreen Mocks Service and GCSE (9–1) Computer Science qualification are transforming the way students are assessed.

Discover how your students’ exams could go digital: go.pearson.com/OA22 © Shutterstock / LStockStudio

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The ethical challenges of digital education The emergence of smart education technologies presents many opportunities for education. But how can governments harness the benefits of technology in education while limiting its possible risks?

Why the future university campus will be digital first Long before the pandemic hit, higher education was ripe for disruption.

Now universities must plan for a future where digital is front and centre of institutional missions and strategies.

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he rapid transition to online education delivery has provided a myriad of possibilities for institutions to deliver more flexible, personalised learning opportunities for students at scale.

Given the rapidly progressing technology, improved opportunities for lifelong learning will be needed to support, upskill and reskill a future workforce. It must move away from the traditional trajectory of education-employment-career that has dominated higher education for the past century.

As digital technologies and automation advance so do fears around the future of work and the skills needed to respond to our next global crisis. The answer? Education, of course.

The educational “metaverse” is coming The next leap into the digital transformation of higher education will require more than just moving learning online. The advent of the educational metaverse promises huge changes to the ways universities deliver learning: engaging immersive learning experiences, campus activities that use the latest digital technologies and the relationship between higher education and industry.

However, modifying the higher education model ultimately comes down to a change of mindset; universities must build a more adaptable institution to deliver forward-thinking digital-first modalities.

There must be sufficient digital awareness among an institution’s executive team if they are to make core strategic decisions that will

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determine future success. Their ability to encourage and embed a culture of experimentation and innovation will be vital to allow staff and students to make the most of digital tools and deliver world-class education experiences to future generations.

Universities must build a more adaptable institution to deliver forward-thinking digital-first modalities.

Collaboration will be vital At present, higher education lacks the resources, knowledge and infrastructure to deliver effective digital transformation and prepare young people for the digital workplace.

Strategic partnerships with key industry players will be crucial for universities to shore up global resilience against future crises and enable more inclusive learning opportunities for all.

Disruptive education has become the new normal and, while unsettling at times, it can also provide great scope for change. In the end, the real winners will be those who choose to embrace this change and reshape the future of education in a digital-first world.

WRITTEN BY Charlotte Coles Head of Content, Digital Event Series, Times Higher Educaion, Digital Universities Week

WRITTEN BY Stéphan VincentLancrin Senior Analyst, OECD

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hile they used to mainly rely on a diagnosis and assessments of students’ knowledge, intelligent tutoring systems increasingly factor in students’ engagement in learning, metacognitive and other behavioural processes. They often use sensors, cameras and sometimes the analysis of how students approach the task at hand.

Classroom analytics sometimes monitor the entire classroom: they help teachers orchestrate their teaching with real time feedback or delayed analysis. For example how they interacted with specific students, where they moved in the classroom, how long they talked, etc.

Questions over privacy Because analytics require large amounts of education data, sometimes personal, common concerns arise about the development and use of smart technologies particularly in relation to data protection and privacy.

They also raise ethical and political concerns. Could (or should) education establishments and systems become a new version of “Big Brother” for the sake of improved learning outcomes? Can governments and other parties be trusted to use this information for the mere sake of educational improvement – and to enforce strong data protection regimes?

Most OECD countries have strong data protection regulation that ensures personal education data cannot be shared with (or used by) third parties. For what is not regulated within a country, ethics in using AI in education must intervene. For example, algorithms could be biased and have an undesirable social impact for some population groups. They could be flawed or may not reflect current societal values. The first ethical imperative is to monitor, verify and discuss their effects on different population groups and on educational outcomes.

The first ethical imperative is to monitor, verify and discuss their effects on different population groups and on educational outcomes.

Transparency of monitoring education The most advanced applications of learning analytics continuously monitor individuals (e.g. engagement, self-regulation, classroom orchestration, game-based assessments). Do all stakeholders feel comfortable with some aspects of these applications, even if they are legal?

The possible surveillance regime they may appear to introduce will require some imagination. Deleting the data immediately once processed is one technique used for classroom analytics, ensuring teachers get feedback on their class but personal data no longer exists once processed.

Social negotiation and transparency with all stakeholders are also critical. Reaping the benefits of digitalisation of education to improve educational outcomes will require new discussions, the development and testing of new social practices and the identification of balanced risk management approaches. International collaboration will be key to achieve this goal.

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Technology innovations are redefining education and improving business outcomes Data analytics is already part of our everyday lives: From the apps we engage with to track our finances and monitor our fitness, to the smart watches that track our blood oxygen levels, heart rate and blood pressure.

R WRITTEN BY Olivia Duane Adams Chief Advocacy Officer (CAO) and Co-Founder, Alteryx

Paid for by Alteryx

ecent research commissioned by Alteryx, Data and Analytics in a Digital-First World, shows that while many businesses have data workers in their organisation, not all of them have the skills to meet their potential. Many employees are mired in unproductive work using inefficient legacy spreadsheets. The research showed that, of the 78 million advanced spreadsheet users worldwide, workers are losing 106 days annually due to inefficient working practices.

Valuable role of data The power of data cannot be understated. In our private lives, data insights drive health and wealth.

In business, data-driven decisions continue to form the backbone of success. So why shouldn’t data drive our professional careers as well?

There are several challenges at play. Analytics and data automation skills remain in huge demand across the globe, but demand far outstrips supply.

There simply aren’t enough trained data scientists.

The good news is that you don’t have to have a PhD in data science to create analytics magic.

Poor data knowledge Business data is everywhere, yet many businesses are in a situation where they have a wealth of data, but a poverty of insights. So why do so many organisations still struggle to pull meaningful understandings from their data?

To address this need for a workforce with analytical ability, we launched the Alteryx SparkED Education programme last year with the goal to help expand data literacy and analytics skills among all learners.

The programme provides free data analytics software, with free certifications, to learners of all skill levels. We’ve already helped thousands of students and job seekers secure the certifications that will set them up for success in their careers and beyond.

The truth is that many of the people that you need are hiding in plain sight. Instead of hiring for a limited number of positions, companies should be looking to upskill existing staff. They should provide them with the tools that enable them to become “fluent in data” which is increasingly the common language of the business.

READ MORE AT BUSINESSANDINDUSTRY.CO.UK

When it comes to educating future and current employees, the question isn’t “should we” or “shouldn’t we”. Rather, it lies in knowing where and how to do it.

Driving data with human intelligence The good news is that the latest data analytics technologies are many stages removed from the dusty, dry world of spreadsheets. If data fuels twenty first century commercial intelligence, then the engine needs to be driven by human intelligence empowered by the right technologies.

As with any modern technology, people play a vitally important role in delivering core insights to make business decisions.

To date, SparkED has helped thousands of learners from hundreds of universities across more than 50 countries to become data evangelists through a comprehensive education programme that brings the next generation of data analytics into the classroom.

In addition to students and educators, the programme also enrols those who are interested in changing their career paths by leveraging their new data analytics skills. This enables anyone to bolster their CV with in-demand certifications and skills that many businesses look for in their hires.

Training current and future employees When it comes to educating future and current employees, the question isn’t “should we” or “shouldn’t we.” Rather, it lies in knowing where and how to do it. Accessible analytic technologies enable people from disparate teams, and with different mindsets, to collaborate, ask questions and solve problems creatively.

Ultimately it is the people of the business, empowered by the technology, who drive success.

Without data literate people, even the best transformation strategy is useless.

Find out more at alteryx.com/sparked

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