EdTech: Why the project-based approach must change in order to contribute to system resilience

Abstract

This viewpoint article argues that there is an urgent need to reform the projectbased EdTech approach in order to allow EdTech to contribute to the resilience of education systems in the aftermath of Covid-19. Looking at the contrast between the multiplication of EdTech pilot projects presented as a necessary step in a process that will eventually lead to scaled solutions and the lack of solutions that actually scale, the article highlights those long-standing issues perceived as most pressing by the actors involved in projectbased EdTech initiatives. Their perspective and statements allow one to grasp how the EdTech project approach favors the setup of EdTech projects that are by design unscalable, driven by a utopian perception of scalability and instrumentalized in the name of a goal that is de facto only a branding. As a result, and despite the mobilization of tremendous resources, the EdTech project-based approach cannot be system-transformative.

Pre-Service Teachers’ Educational Video Mediated Experience vis-a-vis Learning Engagement in the New Normal

“…Educational videos increased student engagement, as shown by lower dropout rates, more regular school attendance, improved performance at national assessments, and increased motivation [44]. Furthermore, the findings coalesced with another report that not only were the educational videos effective in helping students, but they also evoked their engagement as they found these teacher-made videos enjoyable [45].…”