This week, I reflected on Selwyn et al.ās (2020) discussion of the future of educational technology which can be found at: https://edtechuvic.ca/edci339/wp-content/uploads/sites/5/2020/03/What-s-next-for-Ed-Tech-Critical-hopes-and-concerns-for-the-2020s.pdf .
The article outlines six core challenges facing EdTech in the coming decade. These include the persistence of digital inequities, the rise of AI-driven platform economies, blurred boundaries between human and machine learning, and the increasing dominance of private industry in shaping educational tools. It also presents urgent calls for sustainability in the age of climate change and encourages us to consider alternative approaches like solidary economies and respectful design, to resist commercialized, data-extractive futures.
What stood out to me the most was the discussion on digital in/exclusion. The idea that simply giving students access to devices or the internet doesn’t level the playing field is critical. We often frame digital access as a silver bullet, but the truth is, those with prior educational privilege and digital fluency benefit the most. The underlying structures of inequality remain untouchedāand in some cases, are reinforced. Equally concerning is the datafication of students. With artificial intelligence becoming embedded in EdTech platforms, data becomes the fuelāand students become the product. AI tools like adaptive learning systems or behavior tracking dashboards are sold as personalized, but they also raise questions about student privacy and autonomy. Who owns this data? How is it used? And what rights do students have over their digital identities?
The authors also challenge us to think about what ālearningā even means in an age where machines continuously process and ālearnā from us. Are we shifting from a focus on human development to one where optimizing algorithms takes priority? This made me reflect on how algorithms, are quietly shaping the pace, content, and even the value of learning experiences. In doing so, they may be undermining the critical thinking and relational aspects of education that cannot be coded.
While reflecting on these ideas, I came across a TEDx talk by Marc Natanagara titled āMachine Learning, AI, and the Future of Educationā that can be found at: https://www.youtube.com/watch?v=gjDPtzJQnyM.
It made me think even deeper about the role of AI in education. He talks about AI not as something to fear, but as a tool that could actually support teachers by taking care of routine tasks, freeing us to focus more on creativity, relationships, and real human connection in learning. What really struck me was his idea that we need to rethink what intelligence even means. Maybe it’s not just about memorizing facts, but about curiosity, ethics, and empathy.
In the end, what I have understood is that EdTech is not neutral itās a reflection of the values we embed in it.
Sorry, but comments are not enabled on this site.