Evaluating the evidence for educational technology: Part 1 – the technologies

Key messages:

1. Notable advancements in technology, for example, the development of artificial intelligence (AI) language models such as ChatGPT and Google’s Bard, have occurred within the last few years.
2. Although edtech is often presented as a panacea for improving a range of teaching and learning outcomes, not all uses of edtech deliver the intended benefits.
3. Some edtech (including AI language models such as ChatGPT) is intended to better support teachers, reduce their workload and/or promote more effective school management; however, appropriate training and professional learning will better enable teachers and other education professionals to fully capitalise on these benefits.
4. The evidence base demonstrates that the quality of pedagogy has a more significant impact on student outcomes than edtech usage.
5. There is substantial evidence that, even when edtech is student-centred and well-integrated, teacher input (critical thinking, contextualising feedback, etc.) is essential for student learning. As such, edtech does not reduce the need for highly skilled, professional teachers.

Introduction/why read:

Edtech has been a hot topic in the media in recent years, but what does the evidence say about the benefits and drawbacks? AITSL has produced a 2-part research report series on edtech in Australia; to keep you up-to-date with emerging trends and share resource lists to help you navigate new challenges.

Part 1 looks at the explosion in available technologies, such as ChatGPT and Google’s Gemini, as well as the cycle of new technology.

Part 2 looks at the social impacts of these technologies. What does the evidence say about digital literacy, diverse learners and bullying? What promotes effective use in an Australian classroom?