Work-in-Progress: A Review of the Type, Breadth, and Limitations of Publicly Available Educational Technology Products in 2022
One of the major changes in the higher education ecosystem over the last decade has been a rise in the availability of education-based software products, including education-based web-pages and web-services. Globally the investment in education-based startups in 2017 was $9.5B which surged to$18.7B in 2019 [1]. The COVID-19 pandemic further fueled record investment in this sector, with the US seeing $2.2B invested in 130 startups in 2020, up from$1.7B in 2019 and \$1.4B in 2018 (see [2] and [3]). Early indicators show that 2021 will again see further increases [4]. While the majority (92%) of these investments are aimed at consumer and corporate sectors, there is potential for the innovations developed to diffuse into both the P-12 and higher education spaces [5]. What is evident from the investment numbers is that an integration of learning technologies specifically into higher education is progressing at a relatively slower pace [5]. It is the goal of this work-in-progress to identify some of the reasons for this slower progress. Our hypothesis is that, while some of these reasons may be obvious, there are also more subtle and/or counterintuitive reasons for the reduced interest in higher education. The motivation and need for the proposed study grew out of an ongoing NSF RED project where we endeavor to more »
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NSF-PAR ID:
10356583
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American Society for Engineering Education Annual Conference and Exhibition
Page Range or eLocation-ID:
#37421