Supporting small and medium-sized enterprises in the educational technology sector to become more research-minded: Introduction to a small collection

Clark-Wilson, Alison; Moeini, Anissa; Anand, Kusha; Blake, Canan; Cukurova, Mutlu; Garcia, Santiago De Ossorno; Issroff, Kim; Luckin, Rose; Olatunj, Tunde; Outhwaite, Laura A.; Weatherby, Kristen

doi:10.14324/rfa.05.1.02

Cited by 3 publications

(4 citation statements)

References 7 publications

(5 reference statements)

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“…Addressing the digital divide in access, skills, and usage should extend beyond providing more hardware and connectivity to communities, to also include programmes that do not require internet access to function (Drolia et al, 2022) and align with principles of best practice in design features (Outhwaite et al, 2022), as well as high-quality CPD and support for teaching practitioners and parents (Cheung & Slavin, 2013b). To support evidence-based EdTech is it vital that app developers, researchers, and educational practitioners work in collaboration (Clark-Wilson et al, 2021;Porter, 2018).…”

Section: Conclusion and Recommendationmentioning

confidence: 99%

Technology and learning for early childhood and primary education

2023

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Educational software and apps offer a potential solution for the global learning crisis in maths and literacy. When designed, implemented, and integrated effectively, these programmes can offer accessible and personalised learning experiences for young children at school and at home. This paper synthesises current evidence evaluating the use of educational software and apps with young children aged 0-8 years in early childhood and primary education, including those from disadvantaged and marginalised groups across a range of low-, middle-and high-income countries. Based on this evidence synthesis, recommendations for system-wide conditions in the EdTech ecosystem to achieve optimal outcomes for all children are discussed, including potential avenues for effective pedagogy, implementation, and integration.

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Section: Conclusion and Recommendationmentioning

confidence: 99%

Technology and learning for early childhood and primary education

2023

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“…A more detailed account of the programme design and the key activities undertaken by participants is provided in Clark-Wilson et al (2021). It is important to note that in addition to the research arm of the programme, EDUCATE also included training and mentoring on business and product development topics, such as product development and management methodologies, marketing and sales, social networking and pitching to potential investors.…”

Section: Overview Of the Ucl Educate Research Training And Mentorship...mentioning

confidence: 99%

“…The London-based EDUCATE programme (UCL Institute of Education, 2017-19) was designed to enable 250 small and medium-sized enterprises from the educational technology industry to forge a closer collaboration with academia through a six-month research training and mentorship programme. Simultaneously, a design-based research methodology was adopted by the UCL team (the authors and their colleagues) that aimed to evaluate the impacts on the programme on its participants (Clark-Wilson et al, 2021). This article focuses on one of the theoretical constructs, the logic model, which evolved during the programme as an important boundary object, enabling academics and entrepreneurs to both communicate and learn from each other.…”

Section: Introduction -The Educate Programmementioning

confidence: 99%

The Importance of Boundary Objects in Industry-Academia Collaborations to Support Evidencing the Efficacy of Educational Technology

et al. 2022

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The context of a 2.5 year academia-led programme for the educational technology sector in the United Kingdom is used to explore the role of logic models as boundary objects to support the programme objectives. The programme provided educational research training and mentoring to participants from 252 small and medium-sized enterprises to support them with the use of existing and self-generated evidence of the efficacy of their educational technologies. Participants from a deliberate sample of six enterprises were interviewed to elicit their perceptions of the process through which the creation and use of a logic model for their product or service did or did not become a useful tool to support their research and business goals. The results suggest that logic models have vital roles as boundary objects in this context, such as supporting communication, learning, and product development. The study offers a first-case example of how logic models can be used in the design of educational technology, responding to the call for research in this area. A discussion on the challenges associated with the use of the logic model in the context of the project concludes the article.

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“…The details of the research training programme are presented in the introductory paper to this collection by Clark-Wilson et al (2021).…”

Section: Research and Evidence In Educational Technologymentioning

confidence: 99%

Pre-emptive intervention and its effect on student attainment and retention

Morrison¹,

Blake²,

Embleton-Smith³

et al. 2021

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This paper describes how a small educational technology (edtech) company worked with academics, combining technological expertise, science content expertise, pedagogy and social research methodology to develop and evaluate the effect of video feedback on learners’ ability to answer science questions correctly. The investigation was carried out by the research team in Tassomai as part of their involvement with the EDUCATE programme. The Tassomai team worked with the research mentors in EDUCATE to find the best ways of helping students both to understand science concepts and to help them correctly answer science questions in exams. Findings indicated that, as expected, the video feedback helped learners to answer the question correctly, but also that, after a delay of around one week, a higher proportion of those students were still able to answer the question correctly compared to those in a control group of learners who did not have access to the related instructive video. The collaborative work between the Tassomai research team and the EDUCATE business and research mentors provided an environment to share expertise and channel it to improve Tassomai’s offering to learners. As a result of this study, Tassomai is now investing in the production of more instructive videos to help students understand difficult science concepts, and students will be offered these videos if they are having difficulty in answering the questions correctly.

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Supporting small and medium-sized enterprises in the educational technology sector to become more research-minded: Introduction to a small collection

Cited by 3 publications

References 7 publications

Technology and learning for early childhood and primary education

Technology and learning for early childhood and primary education

The Importance of Boundary Objects in Industry-Academia Collaborations to Support Evidencing the Efficacy of Educational Technology

Pre-emptive intervention and its effect on student attainment and retention

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