Education technology integration: Can EdTech foster a collaborative and engaging learning future?

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  Quantumrun Foresight
• January 30, 2024

Insight summary

Student expectations and preferences are changing, fueled by the latest technologies and online platforms. The COVID-19 pandemic has accelerated the adoption of various digital learning tools, focusing on connectivity and group work. As universities face the challenge of personalizing learning, they may evolve into ecological institutions where stakeholders collaborate to create societal value and knowledge. While EdTech integration offers numerous benefits, challenges like equal access, data privacy, and maintaining ethical foundations still need to be addressed.

Education technology integration context

Educators can foster active engagement with learning objectives by employing diverse technologies in both physical and virtual classrooms. Moreover, the adoption of technology facilitates differentiated instruction, enabling teachers to address the distinct needs of students as individual learners within the larger classroom environment. According to a 2021 survey by consultancy firm McKinsey across US universities and colleges, respondents indicated a 19 percent average rise in the overall use of learning technologies since the beginning of the COVID-19 pandemic. 

Connectivity and community-building technologies experienced the largest increase in usage at 49 percent, followed by a 29 percent growth in the adoption of group work tools. These technologies probably compensate for the absence of face-to-face interactions more effectively than individually-focused learning tools like augmented and virtual reality (AR/VR). Before the pandemic, classroom interaction technologies, including real-time chatting, polling, and breakout room discussions, were the most popular tools, and they continue to be so. 

A 2018 study published in the International Journal of Educational Technology in Higher Education (Int. J. Educ.) studied how technology might mold future universities. Researchers think online information and knowledge are generated and accessed based on personal demand, where learners seek specific information at a given time. This personalized learning concept presents a challenge for universities to tailor courses and programs to meet individual student's needs, expectations, and backgrounds. 

Disruptive impact

The future university may evolve into what has been termed an ecological university and a hub for academic citizenship. In this mode, the university and society collaborate in critical-creative partnerships to co-create societal value, future knowledge, and citizens, according to the Int. J. Educ. study. Moreover, students' preferences will likely be heavily influenced by increasing EdTech adoption and gravitate toward entertaining and efficient tools. 

According to the McKinsey survey, two technologies stood out for their positive impact on academic performance. About 80 percent of students mentioned classroom exercises, and 71 percent referred to machine learning (ML)-powered teaching assistants. One such ML-assisted tool is generative AI, such as ChatGPT, which has redefined academic research and writing. The debate continues on whether these types of technologies should be embraced or banned by the academe. Meanwhile, while AR/VR has not yet become widespread, 37 percent of students expressed that they are "most excited" about its potential for classroom application.

However, it is essential to focus on higher education's pedagogical and ethical foundations, even as educational institutions look forward to the possibilities offered by new gadgets, technological capabilities, or formats. It is relatively easy to dismantle, technologize, or remove the walls of a university. However, the challenge lies in transforming teaching using technology without losing sight of the virtues, ethics, and value-sensitive design central to academic practice and citizenship. This characteristic is particularly true when attempting to reform or transform the university by changing its mandate through the creation of new systems, networks, or technological upgrades. 

Implications of education technology integration

Wider implications of education technology integration may include: 

• EdTech integration reducing the digital divide by providing access to quality education for all students, regardless of their socio-economic background. However, this development requires all students to have equal access to the necessary technology and connectivity.


• The global EdTech market growing significantly, creating new investment opportunities and increased competition among educational institutions and technology providers.


• Governments taking a more active role in promoting and regulating the use of EdTech, ensuring that the potential benefits are distributed equitably among citizens. This effort could also lead to increased international collaboration on education initiatives.


• The development of new learning technologies and platforms, further advancing artificial intelligence and other emerging technologies in the field of education. 


• Educators being required to adapt and develop new skills to facilitate technology-enhanced learning. This trend could lead to a demand for professionals with expertise in both education and technology.


• Remote learning leading to reduced demand for physical materials, such as textbooks and paper. Additionally, remote learning options could help reduce the carbon footprint associated with commuting to and from educational institutions.


• The integration of EdTech encouraging lifelong learning by making it easier for individuals to access educational resources and continue their education, ultimately contributing to a more skilled and adaptable workforce.


• With the increasing use of digital technologies in education, there will likely be growing concerns about data privacy and security. 

Questions to consider

• If you are currently studying, what are some of the newer technologies that your school is using?


• What technologies do you wish your school had or wish were already available when you were still studying?