Educational technology refers to the purposeful use of digital tools, platforms and data practices to improve teaching, learning, and school operations.
It’s clear at a glance: Edtech is not a separate device or application, but how tools are selected, integrated and evaluated to achieve learning goals, support equity and protect privacy.
definition
Educational technology is the design and application of digital tools and processes to support curriculum, teaching, assessment and school operations in a way that is consistent with learning goals and ethical constraints. Effective use is intentional, consistent with the standards and evaluated the impact, rather than being driven by novelty.
Why it matters
- Access and inclusion: The selected tools can expand access to content, language support, and accessibility.
- Feedback and evaluation: Digital workflows can shorten feedback cycles and allow students and teachers to see progress.
- Collaboration and creation: The platform enables learners to research, create media and collaborate outside the classroom.
- Efficiency and data usage: When used responsibly, scheduling, communication and analysis can reduce friction and inform decisions.
Core burden
- Multimodal: Text, audio, video, and interaction can meet task requirements and learner needs.
- Adaptability: Some systems adjust task difficulty or approach based on performance data.
- connect: The web connects learners to peers, experts, and real audiences.
Real restrictions and risks
- The impact of learning varies: Tools can help when providing clear goals, sound pedagogy and teacher expertise.
- Privacy and Security: Student data requires strict governance, minimal collection and transparent practice.
- Equity gap: Equipment, bandwidth and home support are unbalanced, so the plan must include offline or low-width alternatives.
- Error message and quality control: Open platforms and generation tools will surface inaccurately, so media literacy and verification procedures are crucial.
Examples and Use Cases
- Content and practice: Interactive text, simulation, interval exercises and search routines.
- create: Student podcasts, short interpretive videos, data visualizations and portfolios.
- cooperate: Share documents, discussion tools and peer review agreements.
- Evaluate: Export tickets, automatic quizzes, standard feedback and performance tasks captured as artifacts.
- Teaching plan: Course mapping, standard alignment and evidence planning.
How it aligns with curriculum and teaching
Technology should follow learning goals. Start with the results, determine the evidence of understanding and then choose the easiest tool to make the task clearer, more realistic or more effective.
Implementation Principles
- Start with the purpose: Define what students will know and be able to do, and then choose the tools that support that goal.
- Fair Plan: Provides device access, offline options, translation and accessibility.
- Protect data: Use approved platforms to limit personal information and explain how to use and store data.
- Establish teacher abilities: Pair the tool with routines for modeling, exercises, and feedback.
- Assessment of impact: Use the short cycle to check if the tool improves clarity, engagement, or achievements, and then retain, modify or delete.
Related Readings and Guides
Explore practice examples, classroom strategies and policy guidance here:
Key terms
- Learning management system: A platform for distributing materials, collecting work, rating and communication.
- Assistive Technology: Tools that support access to learners with disabilities or specific needs.
- Formative Assessment: Low risk check to understand the next step.
- Media Literacy: The ability to access, evaluate and create information across media forms.
refer to
- OECD. (2015). Students, Computers and Learning: Building Connections.
- U.S. Department of Education Office of Education Technology. (2017). Reimagine the role of technology in education.
- UNESCO. (2023). Global Education Monitoring Report: Educational Technology.
- Tamim, R., Bernard, R., Borokhovski, E., Abrami, P. and Schmid, R. (2011). Forty years of research expresses the impact of technology on learning. Review of educational research81 (1), 4-28.
- Mayer, R. (2021). Multimedia learning (Third Edition). Cambridge University Press.
