Setting a standard
When it comes to edtech that is already available, what is really needed is some kind of standardised metric to assess how well it works.
But establishing minimum standards for the effect of edtech is easier said than done. There is, historically, a lack of standardised metrics for assessing educational impact within impact economics – the study of how businesses create financial returns while ensuring positive social or environmental outcomes.
Without standardisation, there are too many ways to assess edtech. A review commissioned by the UK government of evaluation criteria and standards for edtech analysed 74 methods for assessing their quality.
Similarly, I carried out a research study with colleagues on available criteria to assess the effectiveness and efficacy of edtech produced specifically for schools. We found 65 different frameworks for evaluating whether these school-specific offerings work.
The abundance of evaluation possibilities can be confusing for edtech businesses. The multitude of options makes it difficult to ascertain the quality of their products. It is confusing to investors too, especially those who want to prioritise not only edtech’s return on investment but also a return on education and community.
A yardstick that establishes the minimum quality requirements for a edtech product to be used in schools is crucial to ensure technology does more good and no harm. The creation of a yardstick needs to take into account both the product quality and the process of using the technology – whether it works for diverse populations and diverse learning environments.
The independent verification of evidence is vital, considering that any company can simply “generate” a study with the data they daily collect on users. In my research work with colleagues, I have argued for a focus on the rigour and validity of various research types.
New initiatives, such as the International Certification of Evidence of Impact in Education, have begun to consolidate the different research approaches, standards and certifications related to evidence of edtech impact globally. Ultimately, the goal is to make it easier for schools and parents to navigate the thousands of educational apps and online platforms available.
Whether individual countries will create the legal and institutional frameworks to enforce any of the standards remains to be seen. Countries will need to select standards that suit both their economic and educational agendas. An important shift is needed so that schools can strategically select edtech they know will help children’s learning.
