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<ul id="toc-History-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Theory" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Theory"> <div class="vector-toc-text"> 4 Theory </div> </a> <button aria-controls="toc-Theory-sublist" class="cdx-button cdx-button--weight-quiet cdx-button--icon-only vector-toc-toggle"> Toggle Theory subsection </button> <ul id="toc-Theory-sublist" class="vector-toc-list"> <li id="toc-Behaviorism" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Behaviorism"> <div class="vector-toc-text"> 4.1 Behaviorism </div> </a> <ul id="toc-Behaviorism-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Cognitivism" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Cognitivism"> <div class="vector-toc-text"> 4.2 Cognitivism </div> </a> <ul id="toc-Cognitivism-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Constructivism" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Constructivism"> <div class="vector-toc-text"> 4.3 Constructivism </div> </a> <ul id="toc-Constructivism-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Practice" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Practice"> <div class="vector-toc-text"> 5 Practice </div> </a> <button aria-controls="toc-Practice-sublist" class="cdx-button cdx-button--weight-quiet cdx-button--icon-only vector-toc-toggle"> Toggle Practice subsection </button> <ul id="toc-Practice-sublist" class="vector-toc-list"> <li id="toc-Synchronous_and_asynchronous" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Synchronous_and_asynchronous"> <div class="vector-toc-text"> 5.1 Synchronous and asynchronous </div> </a> <ul id="toc-Synchronous_and_asynchronous-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Linear_learning" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Linear_learning"> <div class="vector-toc-text"> 5.2 Linear learning </div> </a> <ul id="toc-Linear_learning-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Collaborative_learning" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Collaborative_learning"> <div class="vector-toc-text"> 5.3 Collaborative learning </div> </a> <ul id="toc-Collaborative_learning-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Flipped_classroom" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Flipped_classroom"> <div class="vector-toc-text"> 5.4 Flipped classroom </div> </a> <ul id="toc-Flipped_classroom-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Technologies" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Technologies"> <div class="vector-toc-text"> 6 Technologies </div> </a> <button aria-controls="toc-Technologies-sublist" class="cdx-button cdx-button--weight-quiet cdx-button--icon-only vector-toc-toggle"> Toggle Technologies subsection </button> <ul id="toc-Technologies-sublist" class="vector-toc-list"> <li id="toc-Audio_and_video" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Audio_and_video"> <div class="vector-toc-text"> 6.1 Audio and video </div> </a> <ul id="toc-Audio_and_video-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Computers,_tablets,_and_mobile_devices" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Computers,_tablets,_and_mobile_devices"> <div class="vector-toc-text"> 6.2 Computers, tablets, and mobile devices </div> </a> <ul id="toc-Computers,_tablets,_and_mobile_devices-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Single-board_computers_and_Internet_of_Things" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Single-board_computers_and_Internet_of_Things"> <div class="vector-toc-text"> 6.3 Single-board computers and Internet of Things </div> </a> <ul id="toc-Single-board_computers_and_Internet_of_Things-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Collaborative_and_social_learning" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Collaborative_and_social_learning"> <div class="vector-toc-text"> 6.4 Collaborative and social learning </div> </a> <ul id="toc-Collaborative_and_social_learning-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Whiteboards" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Whiteboards"> <div class="vector-toc-text"> 6.5 Whiteboards </div> </a> <ul id="toc-Whiteboards-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Virtual_classroom" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Virtual_classroom"> <div class="vector-toc-text"> 6.6 Virtual classroom </div> </a> <ul id="toc-Virtual_classroom-sublist" class="vector-toc-list"> <li id="toc-Augmented_reality" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Augmented_reality"> <div class="vector-toc-text"> 6.6.1 Augmented reality </div> </a> <ul id="toc-Augmented_reality-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Learning_management_system" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Learning_management_system"> <div class="vector-toc-text"> 6.7 Learning management system </div> </a> <ul id="toc-Learning_management_system-sublist" class="vector-toc-list"> <li id="toc-Learning_content_management_system" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Learning_content_management_system"> <div class="vector-toc-text"> 6.7.1 Learning content management system </div> </a> <ul id="toc-Learning_content_management_system-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Computer-aided_assessment" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Computer-aided_assessment"> <div class="vector-toc-text"> 6.7.2 Computer-aided assessment </div> </a> <ul id="toc-Computer-aided_assessment-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Training_management_system" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Training_management_system"> <div class="vector-toc-text"> 6.7.3 Training management system </div> </a> <ul id="toc-Training_management_system-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> </ul> </li> <li id="toc-Standards_and_ecosystem" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Standards_and_ecosystem"> <div class="vector-toc-text"> 7 Standards and ecosystem </div> </a> <button aria-controls="toc-Standards_and_ecosystem-sublist" class="cdx-button cdx-button--weight-quiet cdx-button--icon-only vector-toc-toggle"> Toggle Standards and ecosystem subsection </button> <ul id="toc-Standards_and_ecosystem-sublist" class="vector-toc-list"> <li id="toc-Learning_objects" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Learning_objects"> <div class="vector-toc-text"> 7.1 Learning objects </div> </a> <ul id="toc-Learning_objects-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Content" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Content"> <div class="vector-toc-text"> 7.2 Content </div> </a> <ul id="toc-Content-sublist" class="vector-toc-list"> <li id="toc-Pedagogical_elements" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Pedagogical_elements"> <div class="vector-toc-text"> 7.2.1 Pedagogical elements </div> </a> <ul id="toc-Pedagogical_elements-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Learning_objects_standards" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Learning_objects_standards"> <div class="vector-toc-text"> 7.3 Learning objects standards </div> </a> <ul id="toc-Learning_objects_standards-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Artificial_intelligence" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Artificial_intelligence"> <div class="vector-toc-text"> 7.4 Artificial intelligence </div> </a> <ul id="toc-Artificial_intelligence-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Settings_and_sectors" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Settings_and_sectors"> <div class="vector-toc-text"> 8 Settings and sectors </div> </a> <button aria-controls="toc-Settings_and_sectors-sublist" class="cdx-button cdx-button--weight-quiet cdx-button--icon-only vector-toc-toggle"> Toggle Settings and sectors subsection </button> <ul id="toc-Settings_and_sectors-sublist" class="vector-toc-list"> <li id="toc-Preschool" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Preschool"> <div class="vector-toc-text"> 8.1 Preschool </div> </a> <ul id="toc-Preschool-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Primary_and_secondary" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Primary_and_secondary"> <div class="vector-toc-text"> 8.2 Primary and secondary </div> </a> <ul id="toc-Primary_and_secondary-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Higher_education" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Higher_education"> <div class="vector-toc-text"> 8.3 Higher education </div> </a> <ul id="toc-Higher_education-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Corporate_and_professional" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Corporate_and_professional"> <div class="vector-toc-text"> 8.4 Corporate and professional </div> </a> <ul id="toc-Corporate_and_professional-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Government_and_public" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Government_and_public"> <div class="vector-toc-text"> 8.5 Government and public </div> </a> <ul id="toc-Government_and_public-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Benefits" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Benefits"> <div class="vector-toc-text"> 9 Benefits </div> </a> <ul id="toc-Benefits-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Disadvantages" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Disadvantages"> <div class="vector-toc-text"> 10 Disadvantages </div> </a> <button aria-controls="toc-Disadvantages-sublist" class="cdx-button cdx-button--weight-quiet cdx-button--icon-only vector-toc-toggle"> Toggle Disadvantages subsection </button> <ul id="toc-Disadvantages-sublist" class="vector-toc-list"> <li id="toc-Over-stimulation" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Over-stimulation"> <div class="vector-toc-text"> 10.1 Over-stimulation </div> </a> <ul id="toc-Over-stimulation-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Sociocultural_criticism" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Sociocultural_criticism"> <div class="vector-toc-text"> 10.2 Sociocultural criticism </div> </a> <ul id="toc-Sociocultural_criticism-sublist" class="vector-toc-list"> <li id="toc-Digital_divide" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Digital_divide"> <div class="vector-toc-text"> 10.2.1 Digital divide </div> </a> <ul id="toc-Digital_divide-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Data_protection" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Data_protection"> <div class="vector-toc-text"> 10.3 Data protection </div> </a> <ul id="toc-Data_protection-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Teacher_training" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Teacher_training"> <div class="vector-toc-text"> 11 Teacher training </div> </a> <ul id="toc-Teacher_training-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Assessment" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Assessment"> <div class="vector-toc-text"> 12 Assessment </div> </a> <ul id="toc-Assessment-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Analytics" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Analytics"> <div class="vector-toc-text"> 13 Analytics </div> </a> <ul id="toc-Analytics-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Expenditure" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Expenditure"> <div class="vector-toc-text"> 14 Expenditure </div> </a> <ul id="toc-Expenditure-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Careers" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Careers"> <div class="vector-toc-text"> 15 Careers </div> </a> <ul id="toc-Careers-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-See_also" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#See_also"> <div class="vector-toc-text"> 16 See also </div> </a> <ul id="toc-See_also-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-References" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#References"> <div class="vector-toc-text"> 17 References </div> </a> <ul id="toc-References-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Further_reading" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Further_reading"> <div class="vector-toc-text"> 18 Further reading </div> </a> <ul id="toc-Further_reading-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-External_links" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#External_links"> <div class="vector-toc-text"> 19 External links </div> </a> <ul id="toc-External_links-sublist" class="vector-toc-list"> </ul> </li> </ul> </div> </div> </nav> </div> </div> <div class="mw-content-container"> <main id="content" class="mw-body"> <header class="mw-body-header vector-page-titlebar"> <nav aria-label="Contents" class="vector-toc-landmark"> <div id="vector-page-titlebar-toc" class="vector-dropdown vector-page-titlebar-toc vector-button-flush-left" > <input type="checkbox" id="vector-page-titlebar-toc-checkbox" role="button" aria-haspopup="true" data-event-name="ui.dropdown-vector-page-titlebar-toc" class="vector-dropdown-checkbox " aria-label="Toggle the table of contents" > <label id="vector-page-titlebar-toc-label" for="vector-page-titlebar-toc-checkbox" class="vector-dropdown-label cdx-button cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--weight-quiet cdx-button--icon-only " aria-hidden="true" > Toggle the table of contents </label> <div class="vector-dropdown-content"> <div id="vector-page-titlebar-toc-unpinned-container" class="vector-unpinned-container"> </div> </div> </div> </nav> <h1 id="firstHeading" class="firstHeading mw-first-heading">Educational technology</h1> <div id="p-lang-btn" class="vector-dropdown mw-portlet mw-portlet-lang" > <input type="checkbox" id="p-lang-btn-checkbox" role="button" aria-haspopup="true" data-event-name="ui.dropdown-p-lang-btn" class="vector-dropdown-checkbox mw-interlanguage-selector" 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Available in 42 languages" > <label id="p-lang-btn-label" for="p-lang-btn-checkbox" class="vector-dropdown-label cdx-button cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--weight-quiet cdx-button--action-progressive mw-portlet-lang-heading-42" aria-hidden="true" > 42 languages </label> <div class="vector-dropdown-content"> <div class="vector-menu-content"> <ul class="vector-menu-content-list"> <li class="interlanguage-link interwiki-ar mw-list-item"><a href="https://ar.wikipedia.org/wiki/%D8%AA%D9%82%D8%A7%D9%86%D8%A9_%D8%AA%D8%B9%D9%84%D9%8A%D9%85" title="تقانة تعليم – Arabic" lang="ar" hreflang="ar" data-title="تقانة تعليم" data-language-autonym="العربية" data-language-local-name="Arabic" class="interlanguage-link-target">العربية</a></li><li class="interlanguage-link interwiki-az mw-list-item"><a href="https://az.wikipedia.org/wiki/T%C9%99hsil_texnologiyas%C4%B1" title="Təhsil texnologiyası – Azerbaijani" lang="az" hreflang="az" data-title="Təhsil texnologiyası" data-language-autonym="Azərbaycanca" data-language-local-name="Azerbaijani" class="interlanguage-link-target">Azərbaycanca</a></li><li class="interlanguage-link interwiki-bn mw-list-item"><a href="https://bn.wikipedia.org/wiki/%E0%A6%B6%E0%A6%BF%E0%A6%95%E0%A7%8D%E0%A6%B7%E0%A6%BE_%E0%A6%AA%E0%A7%8D%E0%A6%B0%E0%A6%AF%E0%A7%81%E0%A6%95%E0%A7%8D%E0%A6%A4%E0%A6%BF" title="শিক্ষা প্রযুক্তি – Bangla" lang="bn" hreflang="bn" data-title="শিক্ষা প্রযুক্তি" data-language-autonym="বাংলা" data-language-local-name="Bangla" class="interlanguage-link-target">বাংলা</a></li><li class="interlanguage-link interwiki-bg mw-list-item"><a href="https://bg.wikipedia.org/wiki/%D0%9E%D0%B1%D1%80%D0%B0%D0%B7%D0%BE%D0%B2%D0%B0%D1%82%D0%B5%D0%BB%D0%BD%D0%B0_%D1%82%D0%B5%D1%85%D0%BD%D0%BE%D0%BB%D0%BE%D0%B3%D0%B8%D1%8F" title="Образователна технология – Bulgarian" lang="bg" hreflang="bg" data-title="Образователна технология" data-language-autonym="Български" data-language-local-name="Bulgarian" class="interlanguage-link-target">Български</a></li><li class="interlanguage-link interwiki-bs mw-list-item"><a href="https://bs.wikipedia.org/wiki/Obrazovna_tehnologija" title="Obrazovna tehnologija – Bosnian" lang="bs" hreflang="bs" data-title="Obrazovna tehnologija" data-language-autonym="Bosanski" data-language-local-name="Bosnian" class="interlanguage-link-target">Bosanski</a></li><li class="interlanguage-link interwiki-ca mw-list-item"><a href="https://ca.wikipedia.org/wiki/Tecnologia_educativa" title="Tecnologia educativa – Catalan" lang="ca" hreflang="ca" data-title="Tecnologia educativa" data-language-autonym="Català" data-language-local-name="Catalan" class="interlanguage-link-target">Català</a></li><li class="interlanguage-link interwiki-cs mw-list-item"><a href="https://cs.wikipedia.org/wiki/Vzd%C4%9Bl%C3%A1vac%C3%AD_technologie" title="Vzdělávací technologie – Czech" lang="cs" hreflang="cs" data-title="Vzdělávací technologie" data-language-autonym="Čeština" data-language-local-name="Czech" class="interlanguage-link-target">Čeština</a></li><li class="interlanguage-link interwiki-de mw-list-item"><a href="https://de.wikipedia.org/wiki/Lehrtechnologie" title="Lehrtechnologie – German" lang="de" hreflang="de" data-title="Lehrtechnologie" data-language-autonym="Deutsch" data-language-local-name="German" class="interlanguage-link-target">Deutsch</a></li><li class="interlanguage-link interwiki-et mw-list-item"><a href="https://et.wikipedia.org/wiki/Haridustehnoloogia" title="Haridustehnoloogia – Estonian" lang="et" hreflang="et" data-title="Haridustehnoloogia" data-language-autonym="Eesti" data-language-local-name="Estonian" class="interlanguage-link-target">Eesti</a></li><li class="interlanguage-link interwiki-el mw-list-item"><a href="https://el.wikipedia.org/wiki/%CE%95%CE%BA%CF%80%CE%B1%CE%B9%CE%B4%CE%B5%CF%85%CF%84%CE%B9%CE%BA%CE%AE_%CF%84%CE%B5%CF%87%CE%BD%CE%BF%CE%BB%CE%BF%CE%B3%CE%AF%CE%B1" title="Εκπαιδευτική τεχνολογία – Greek" lang="el" hreflang="el" data-title="Εκπαιδευτική τεχνολογία" data-language-autonym="Ελληνικά" data-language-local-name="Greek" class="interlanguage-link-target">Ελληνικά</a></li><li class="interlanguage-link interwiki-es mw-list-item"><a href="https://es.wikipedia.org/wiki/Tecnolog%C3%ADa_educativa" title="Tecnología educativa – Spanish" lang="es" hreflang="es" data-title="Tecnología educativa" data-language-autonym="Español" data-language-local-name="Spanish" class="interlanguage-link-target">Español</a></li><li class="interlanguage-link interwiki-eu mw-list-item"><a href="https://eu.wikipedia.org/wiki/Hezkuntzarako_teknologia" title="Hezkuntzarako teknologia – Basque" lang="eu" hreflang="eu" data-title="Hezkuntzarako teknologia" data-language-autonym="Euskara" data-language-local-name="Basque" class="interlanguage-link-target">Euskara</a></li><li class="interlanguage-link interwiki-fa mw-list-item"><a href="https://fa.wikipedia.org/wiki/%D9%81%D9%86%D8%A7%D9%88%D8%B1%DB%8C_%D8%A2%D9%85%D9%88%D8%B2%D8%B4%DB%8C" title="فناوری آموزشی – Persian" lang="fa" hreflang="fa" data-title="فناوری آموزشی" data-language-autonym="فارسی" data-language-local-name="Persian" class="interlanguage-link-target">فارسی</a></li><li class="interlanguage-link interwiki-fr mw-list-item"><a href="https://fr.wikipedia.org/wiki/Technologies_%C3%A9ducatives" title="Technologies éducatives – French" lang="fr" hreflang="fr" data-title="Technologies éducatives" data-language-autonym="Français" data-language-local-name="French" class="interlanguage-link-target">Français</a></li><li class="interlanguage-link interwiki-ko mw-list-item"><a href="https://ko.wikipedia.org/wiki/%EA%B5%90%EC%9C%A1%EA%B3%B5%ED%95%99" title="교육공학 – Korean" lang="ko" hreflang="ko" data-title="교육공학" data-language-autonym="한국어" data-language-local-name="Korean" class="interlanguage-link-target">한국어</a></li><li class="interlanguage-link interwiki-hi mw-list-item"><a href="https://hi.wikipedia.org/wiki/%E0%A4%B6%E0%A5%88%E0%A4%95%E0%A5%8D%E0%A4%B7%E0%A4%BF%E0%A4%95_%E0%A4%AA%E0%A5%8D%E0%A4%B0%E0%A5%8C%E0%A4%A6%E0%A5%8D%E0%A4%AF%E0%A5%8B%E0%A4%97%E0%A4%BF%E0%A4%95%E0%A5%80" title="शैक्षिक प्रौद्योगिकी – Hindi" lang="hi" hreflang="hi" data-title="शैक्षिक प्रौद्योगिकी" data-language-autonym="हिन्दी" data-language-local-name="Hindi" class="interlanguage-link-target">हिन्दी</a></li><li class="interlanguage-link interwiki-hr mw-list-item"><a href="https://hr.wikipedia.org/wiki/Obrazovna_tehnologija" title="Obrazovna tehnologija – Croatian" lang="hr" hreflang="hr" data-title="Obrazovna tehnologija" data-language-autonym="Hrvatski" data-language-local-name="Croatian" class="interlanguage-link-target">Hrvatski</a></li><li class="interlanguage-link interwiki-id mw-list-item"><a href="https://id.wikipedia.org/wiki/Teknologi_pendidikan" title="Teknologi pendidikan – Indonesian" lang="id" hreflang="id" data-title="Teknologi pendidikan" data-language-autonym="Bahasa Indonesia" data-language-local-name="Indonesian" class="interlanguage-link-target">Bahasa Indonesia</a></li><li class="interlanguage-link interwiki-it mw-list-item"><a href="https://it.wikipedia.org/wiki/Tecnologia_educativa" title="Tecnologia educativa – Italian" lang="it" hreflang="it" data-title="Tecnologia educativa" data-language-autonym="Italiano" data-language-local-name="Italian" class="interlanguage-link-target">Italiano</a></li><li class="interlanguage-link interwiki-he mw-list-item"><a href="https://he.wikipedia.org/wiki/%D7%98%D7%9B%D7%A0%D7%95%D7%9C%D7%95%D7%92%D7%99%D7%94_%D7%97%D7%99%D7%A0%D7%95%D7%9B%D7%99%D7%AA" title="טכנולוגיה חינוכית – Hebrew" lang="he" hreflang="he" data-title="טכנולוגיה חינוכית" data-language-autonym="עברית" data-language-local-name="Hebrew" class="interlanguage-link-target">עברית</a></li><li class="interlanguage-link interwiki-kk mw-list-item"><a href="https://kk.wikipedia.org/wiki/%D0%9E%D2%9B%D1%8B%D1%82%D1%83_%D1%82%D0%B5%D1%85%D0%BD%D0%BE%D0%BB%D0%BE%D0%B3%D0%B8%D1%8F%D1%81%D1%8B" title="Оқыту технологиясы – Kazakh" lang="kk" hreflang="kk" data-title="Оқыту технологиясы" data-language-autonym="Қазақша" data-language-local-name="Kazakh" class="interlanguage-link-target">Қазақша</a></li><li class="interlanguage-link interwiki-sw mw-list-item"><a href="https://sw.wikipedia.org/wiki/Elimu_angavu" title="Elimu angavu – Swahili" lang="sw" hreflang="sw" data-title="Elimu angavu" data-language-autonym="Kiswahili" data-language-local-name="Swahili" class="interlanguage-link-target">Kiswahili</a></li><li class="interlanguage-link interwiki-mk mw-list-item"><a href="https://mk.wikipedia.org/wiki/%D0%9E%D0%B1%D1%80%D0%B0%D0%B7%D0%BE%D0%B2%D0%BD%D0%B0_%D1%82%D0%B5%D1%85%D0%BD%D0%BE%D0%BB%D0%BE%D0%B3%D0%B8%D1%98%D0%B0" title="Образовна технологија – Macedonian" lang="mk" hreflang="mk" data-title="Образовна технологија" data-language-autonym="Македонски" data-language-local-name="Macedonian" class="interlanguage-link-target">Македонски</a></li><li class="interlanguage-link interwiki-ml mw-list-item"><a href="https://ml.wikipedia.org/wiki/%E0%B4%B5%E0%B4%BF%E0%B4%A6%E0%B5%8D%E0%B4%AF%E0%B4%BE%E0%B4%AD%E0%B5%8D%E0%B4%AF%E0%B4%BE%E0%B4%B8_%E0%B4%B8%E0%B4%BE%E0%B4%99%E0%B5%8D%E0%B4%95%E0%B5%87%E0%B4%A4%E0%B4%BF%E0%B4%95%E0%B4%B5%E0%B4%BF%E0%B4%A6%E0%B5%8D%E0%B4%AF" title="വിദ്യാഭ്യാസ സാങ്കേതികവിദ്യ – Malayalam" lang="ml" hreflang="ml" data-title="വിദ്യാഭ്യാസ സാങ്കേതികവിദ്യ" data-language-autonym="മലയാളം" data-language-local-name="Malayalam" class="interlanguage-link-target">മലയാളം</a></li><li class="interlanguage-link interwiki-ms mw-list-item"><a href="https://ms.wikipedia.org/wiki/Teknologi_pendidikan" title="Teknologi pendidikan – Malay" lang="ms" hreflang="ms" data-title="Teknologi pendidikan" data-language-autonym="Bahasa Melayu" data-language-local-name="Malay" class="interlanguage-link-target">Bahasa Melayu</a></li><li class="interlanguage-link interwiki-mn mw-list-item"><a href="https://mn.wikipedia.org/wiki/%D0%91%D0%BE%D0%BB%D0%BE%D0%B2%D1%81%D1%80%D0%BE%D0%BB_%D1%81%D1%83%D1%80%D0%B3%D0%B0%D0%BB%D1%82%D1%8B%D0%BD_%D1%82%D0%B5%D1%85%D0%BD%D0%BE%D0%BB%D0%BE%D0%B3%D0%B8" title="Боловсрол сургалтын технологи – Mongolian" lang="mn" hreflang="mn" data-title="Боловсрол сургалтын технологи" data-language-autonym="Монгол" data-language-local-name="Mongolian" class="interlanguage-link-target">Монгол</a></li><li class="interlanguage-link interwiki-my mw-list-item"><a href="https://my.wikipedia.org/wiki/%E1%80%95%E1%80%8A%E1%80%AC%E1%80%9B%E1%80%B1%E1%80%B8%E1%80%86%E1%80%AD%E1%80%AF%E1%80%84%E1%80%BA%E1%80%9B%E1%80%AC_%E1%80%94%E1%80%8A%E1%80%BA%E1%80%B8%E1%80%95%E1%80%8A%E1%80%AC" title="ပညာရေးဆိုင်ရာ နည်းပညာ – Burmese" lang="my" hreflang="my" data-title="ပညာရေးဆိုင်ရာ နည်းပညာ" data-language-autonym="မြန်မာဘာသာ" data-language-local-name="Burmese" class="interlanguage-link-target">မြန်မာဘာသာ</a></li><li class="interlanguage-link interwiki-ja mw-list-item"><a href="https://ja.wikipedia.org/wiki/%E6%95%99%E8%82%B2%E5%B7%A5%E5%AD%A6" title="教育工学 – Japanese" lang="ja" hreflang="ja" data-title="教育工学" data-language-autonym="日本語" data-language-local-name="Japanese" class="interlanguage-link-target">日本語</a></li><li class="interlanguage-link interwiki-no mw-list-item"><a href="https://no.wikipedia.org/wiki/Utdanningsteknologi" title="Utdanningsteknologi – Norwegian Bokmål" lang="nb" hreflang="nb" data-title="Utdanningsteknologi" data-language-autonym="Norsk bokmål" data-language-local-name="Norwegian Bokmål" class="interlanguage-link-target">Norsk bokmål</a></li><li class="interlanguage-link interwiki-uz mw-list-item"><a href="https://uz.wikipedia.org/wiki/Ta%CA%BClim_texnologiyasi" title="Taʼlim texnologiyasi – Uzbek" lang="uz" hreflang="uz" data-title="Taʼlim texnologiyasi" data-language-autonym="Oʻzbekcha / ўзбекча" data-language-local-name="Uzbek" class="interlanguage-link-target">Oʻzbekcha / ўзбекча</a></li><li class="interlanguage-link interwiki-pl mw-list-item"><a href="https://pl.wikipedia.org/wiki/CMI" title="CMI – Polish" lang="pl" hreflang="pl" data-title="CMI" data-language-autonym="Polski" data-language-local-name="Polish" class="interlanguage-link-target">Polski</a></li><li class="interlanguage-link interwiki-pt mw-list-item"><a href="https://pt.wikipedia.org/wiki/Tecnologia_educacional" title="Tecnologia educacional – Portuguese" lang="pt" hreflang="pt" data-title="Tecnologia educacional" data-language-autonym="Português" data-language-local-name="Portuguese" class="interlanguage-link-target">Português</a></li><li class="interlanguage-link interwiki-ru mw-list-item"><a href="https://ru.wikipedia.org/wiki/%D0%9E%D0%B1%D1%80%D0%B0%D0%B7%D0%BE%D0%B2%D0%B0%D1%82%D0%B5%D0%BB%D1%8C%D0%BD%D1%8B%D0%B5_%D1%82%D0%B5%D1%85%D0%BD%D0%BE%D0%BB%D0%BE%D0%B3%D0%B8%D0%B8" title="Образовательные технологии – Russian" lang="ru" hreflang="ru" data-title="Образовательные технологии" data-language-autonym="Русский" data-language-local-name="Russian" class="interlanguage-link-target">Русский</a></li><li class="interlanguage-link interwiki-sq mw-list-item"><a href="https://sq.wikipedia.org/wiki/Teknologjia_arsimore" title="Teknologjia arsimore – Albanian" lang="sq" hreflang="sq" data-title="Teknologjia arsimore" data-language-autonym="Shqip" data-language-local-name="Albanian" class="interlanguage-link-target">Shqip</a></li><li class="interlanguage-link interwiki-ckb mw-list-item"><a href="https://ckb.wikipedia.org/wiki/%D8%AA%DB%95%DA%A9%D9%86%DB%86%D9%84%DB%86%DA%98%DB%8C%D8%A7%DB%8C_%D9%BE%DB%95%D8%B1%D9%88%DB%95%D8%B1%D8%AF%DB%95%DB%8C%DB%8C" title="تەکنۆلۆژیای پەروەردەیی – Central Kurdish" lang="ckb" hreflang="ckb" data-title="تەکنۆلۆژیای پەروەردەیی" data-language-autonym="کوردی" data-language-local-name="Central Kurdish" class="interlanguage-link-target">کوردی</a></li><li class="interlanguage-link interwiki-sh mw-list-item"><a href="https://sh.wikipedia.org/wiki/Obrazovna_tehnologija" title="Obrazovna tehnologija – Serbo-Croatian" lang="sh" hreflang="sh" data-title="Obrazovna tehnologija" data-language-autonym="Srpskohrvatski / српскохрватски" data-language-local-name="Serbo-Croatian" class="interlanguage-link-target">Srpskohrvatski / српскохрватски</a></li><li class="interlanguage-link interwiki-fi mw-list-item"><a href="https://fi.wikipedia.org/wiki/Opetusteknologia" title="Opetusteknologia – Finnish" lang="fi" hreflang="fi" data-title="Opetusteknologia" data-language-autonym="Suomi" data-language-local-name="Finnish" class="interlanguage-link-target">Suomi</a></li><li class="interlanguage-link interwiki-ta mw-list-item"><a href="https://ta.wikipedia.org/wiki/%E0%AE%95%E0%AE%B2%E0%AF%8D%E0%AE%B5%E0%AE%BF_%E0%AE%A8%E0%AF%81%E0%AE%9F%E0%AF%8D%E0%AE%AA%E0%AE%B5%E0%AE%BF%E0%AE%AF%E0%AE%B2%E0%AF%8D" title="கல்வி நுட்பவியல் – Tamil" lang="ta" hreflang="ta" data-title="கல்வி நுட்பவியல்" data-language-autonym="தமிழ்" data-language-local-name="Tamil" class="interlanguage-link-target">தமிழ்</a></li><li class="interlanguage-link interwiki-th mw-list-item"><a href="https://th.wikipedia.org/wiki/%E0%B9%80%E0%B8%97%E0%B8%84%E0%B9%82%E0%B8%99%E0%B9%82%E0%B8%A5%E0%B8%A2%E0%B8%B5%E0%B8%81%E0%B8%B2%E0%B8%A3%E0%B8%A8%E0%B8%B6%E0%B8%81%E0%B8%A9%E0%B8%B2" title="เทคโนโลยีการศึกษา – Thai" lang="th" hreflang="th" data-title="เทคโนโลยีการศึกษา" data-language-autonym="ไทย" data-language-local-name="Thai" class="interlanguage-link-target">ไทย</a></li><li class="interlanguage-link interwiki-tr mw-list-item"><a href="https://tr.wikipedia.org/wiki/E%C4%9Fitim_teknolojisi" title="Eğitim teknolojisi – Turkish" lang="tr" hreflang="tr" data-title="Eğitim teknolojisi" data-language-autonym="Türkçe" data-language-local-name="Turkish" class="interlanguage-link-target">Türkçe</a></li><li class="interlanguage-link interwiki-uk mw-list-item"><a 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For the mechanical devices, see <a href="/wiki/Teaching_machine" title="Teaching machine">Teaching machine</a>.</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">"E-learning" redirects here. Not to be confused with <a href="/wiki/Distance_education" title="Distance education">Distance education</a>, <a href="/wiki/Online_machine_learning" title="Online machine learning">Online machine learning</a>, or <a href="/wiki/Tech_ed" class="mw-redirect" title="Tech ed">Tech ed</a>.</div> <style data-mw-deduplicate="TemplateStyles:r1129693374">.mw-parser-output .hlist dl,.mw-parser-output .hlist ol,.mw-parser-output .hlist ul{margin:0;padding:0}.mw-parser-output .hlist dd,.mw-parser-output .hlist dt,.mw-parser-output .hlist li{margin:0;display:inline}.mw-parser-output .hlist.inline,.mw-parser-output .hlist.inline dl,.mw-parser-output .hlist.inline ol,.mw-parser-output .hlist.inline ul,.mw-parser-output .hlist dl dl,.mw-parser-output .hlist dl ol,.mw-parser-output .hlist dl ul,.mw-parser-output .hlist ol dl,.mw-parser-output .hlist ol ol,.mw-parser-output .hlist ol ul,.mw-parser-output .hlist ul dl,.mw-parser-output .hlist ul ol,.mw-parser-output .hlist ul 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a{color:var(--color-progressive)!important}}@media print{body.ns-0 .mw-parser-output .sidebar{display:none!important}}</style><table class="sidebar nomobile nowraplinks"><tbody><tr><th class="sidebar-title" style="background:#bbddff;"><a href="/wiki/Educational_research" title="Educational research">Educational research</a></th></tr><tr><th class="sidebar-heading" style="background:#bbddff;"> Disciplines</th></tr><tr><td class="sidebar-content hlist" style="padding-top:0.15em;padding-bottom:0.7em;"> <ul><li><a href="/wiki/Curriculum_studies" title="Curriculum studies">Curriculum studies</a></li> <li><a href="/wiki/Education_sciences" title="Education sciences">Education sciences</a></li> <li><a href="/wiki/Educational_evaluation" title="Educational evaluation">Evaluation</a></li> <li><a href="/wiki/History_of_education" title="History of education">History</a></li> <li><a href="/wiki/Philosophy_of_education" title="Philosophy of education">Philosophy</a></li> <li><a href="/wiki/Educational_psychology" title="Educational psychology">Psychology</a> (<a href="/wiki/School_psychology" title="School psychology">school</a>)</li> <li><a class="mw-selflink selflink">Technology</a></li> <li><a href="/wiki/International_education" title="International education">International education</a></li> <li><a href="/wiki/School_counselor" title="School counselor">School counseling</a></li> <li><a href="/wiki/Special_education" title="Special education">Special education</a></li> <li><a href="/wiki/Gifted_education" title="Gifted education">Gifted education</a></li> <li><a href="/wiki/Female_education" title="Female education">Female education</a></li> <li><a href="/wiki/Religious_education" title="Religious education">Religious education</a></li> <li><a href="/wiki/Teacher_education" title="Teacher education">Teacher education</a></li> <li><a href="/wiki/Teaching_method" title="Teaching method">Teaching method</a></li></ul></td> </tr><tr><th class="sidebar-heading" style="background:#bbddff;"> Curricular domains</th></tr><tr><td class="sidebar-content hlist" style="padding-top:0.15em;padding-bottom:0.7em;"> <ul><li><a href="/wiki/Visual_arts_education" title="Visual arts education">Arts</a></li> <li><a href="/wiki/Business_education" title="Business education">Business</a></li> <li><a href="/wiki/Computer_science_education" class="mw-redirect" title="Computer science education">Computer science</a></li> <li><a href="/wiki/Early_childhood_education" title="Early childhood education">Early childhood</a></li> <li><a href="/wiki/Engineering_education_research" title="Engineering education research">Engineering</a></li> <li><a href="/wiki/Language_education" title="Language education">Language</a></li> <li><a href="/wiki/Literacy_education" class="mw-redirect" title="Literacy education">Literacy</a></li> <li><a href="/wiki/Mathematics_education" title="Mathematics education">Mathematics</a></li> <li><a href="/wiki/Performing_arts_education" title="Performing arts education">Performing arts</a></li> <li><a href="/wiki/Science_education" title="Science education">Science</a></li> <li><a href="/wiki/Social_science_education" class="mw-redirect" title="Social science education">Social science</a></li> <li><a href="/wiki/Technology_education" title="Technology education">Technology</a></li> <li><a href="/wiki/Vocational_education" title="Vocational education">Vocational</a></li></ul></td> </tr><tr><th class="sidebar-heading" style="background:#bbddff;"> Methods</th></tr><tr><td class="sidebar-content hlist" style="padding-top:0.15em;padding-bottom:0.7em;"> <ul><li><a href="/wiki/Case_method" title="Case method">Case method</a></li> <li><a href="/wiki/Conversation_analysis" title="Conversation analysis">Conversation analysis</a></li> <li><a href="/wiki/Discourse_analysis" title="Discourse analysis">Discourse analysis</a></li> <li><a href="/wiki/Evidence-based_education" title="Evidence-based education">Evidence-based</a></li> <li><a href="/wiki/Factor_analysis" title="Factor analysis">Factor analysis</a></li> <li><a href="/wiki/Factorial_experiment" title="Factorial experiment">Factorial experiment</a></li> <li><a href="/wiki/Focus_group" title="Focus group">Focus group</a></li> <li><a href="/wiki/Meta-analysis" title="Meta-analysis">Meta-analysis</a></li> <li><a href="/wiki/Multivariate_statistics" title="Multivariate statistics">Multivariate statistics</a></li> <li><a href="/wiki/Participant_observation" title="Participant observation">Participant observation</a></li> <li><a href="/wiki/Education_reform" title="Education reform">Reform</a></li></ul></td> </tr><tr><td class="sidebar-navbar"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><style data-mw-deduplicate="TemplateStyles:r1239400231">.mw-parser-output .navbar{display:inline;font-size:88%;font-weight:normal}.mw-parser-output .navbar-collapse{float:left;text-align:left}.mw-parser-output .navbar-boxtext{word-spacing:0}.mw-parser-output .navbar ul{display:inline-block;white-space:nowrap;line-height:inherit}.mw-parser-output .navbar-brackets::before{margin-right:-0.125em;content:"[ "}.mw-parser-output .navbar-brackets::after{margin-left:-0.125em;content:" ]"}.mw-parser-output .navbar li{word-spacing:-0.125em}.mw-parser-output .navbar a>span,.mw-parser-output .navbar a>abbr{text-decoration:inherit}.mw-parser-output .navbar-mini abbr{font-variant:small-caps;border-bottom:none;text-decoration:none;cursor:inherit}.mw-parser-output .navbar-ct-full{font-size:114%;margin:0 7em}.mw-parser-output .navbar-ct-mini{font-size:114%;margin:0 4em}html.skin-theme-clientpref-night .mw-parser-output .navbar li a abbr{color:var(--color-base)!important}@media(prefers-color-scheme:dark){html.skin-theme-clientpref-os .mw-parser-output .navbar li a abbr{color:var(--color-base)!important}}@media print{.mw-parser-output .navbar{display:none!important}}</style><div class="navbar plainlinks hlist navbar-mini"><ul><li class="nv-view"><a href="/wiki/Template:Educational_research" title="Template:Educational research"><abbr title="View this template">v</abbr></a></li><li class="nv-talk"><a href="/wiki/Template_talk:Educational_research" title="Template talk:Educational research"><abbr title="Discuss this template">t</abbr></a></li><li class="nv-edit"><a href="/wiki/Special:EditPage/Template:Educational_research" title="Special:EditPage/Template:Educational research"><abbr title="Edit this template">e</abbr></a></li></ul></div></td></tr></tbody></table> Educational technology (commonly abbreviated as edutech, or edtech) is the combined use of computer hardware, software, and <a href="/wiki/Education_sciences" title="Education sciences">educational theory</a> and practice to facilitate <a href="/wiki/Learning" title="Learning">learning</a>.<a href="#cite_note-1">[1]</a><a href="#cite_note-2">[2]</a> When referred to with its abbreviation, "EdTech", it often refers to the industry of companies that create educational technology.<a href="#cite_note-:7-3">[3]</a><a href="#cite_note-4">[4]</a><a href="#cite_note-5">[5]</a> In EdTech Inc.: Selling, Automating and Globalizing Higher Education in the Digital Age, Tanner Mirrlees and Shahid Alvi (2019) argue "EdTech is no exception to industry ownership and market rules" and "define the EdTech industries as all the privately owned companies currently involved in the financing, production and distribution of commercial hardware, software, cultural goods, services and platforms for the educational market with the goal of turning a profit. Many of these companies are US-based and rapidly expanding into educational markets across North America, and increasingly growing all over the world."<a href="#cite_note-:7-3">[3]</a> In addition to the practical educational experience, educational technology is based on theoretical knowledge from various disciplines such as communication, education, psychology, sociology, artificial intelligence, and computer science.<a href="#cite_note-6">[6]</a> It encompasses several domains including <a href="/wiki/Learning_theory_(education)" title="Learning theory (education)">learning theory</a>, computer-based training, online learning, and <a href="/wiki/M-learning" title="M-learning">m-learning</a> where mobile technologies are used. <style data-mw-deduplicate="TemplateStyles:r886046785">.mw-parser-output .toclimit-2 .toclevel-1 ul,.mw-parser-output .toclimit-3 .toclevel-2 ul,.mw-parser-output .toclimit-4 .toclevel-3 ul,.mw-parser-output .toclimit-5 .toclevel-4 ul,.mw-parser-output .toclimit-6 .toclevel-5 ul,.mw-parser-output .toclimit-7 .toclevel-6 ul{display:none}</style><div class="toclimit-3"><meta property="mw:PageProp/toc" /></div> <div class="mw-heading mw-heading2"><h2 id="Definition">Definition</h2>[<a href="/w/index.php?title=Educational_technology&action=edit&section=1" title="Edit section: Definition">edit</a>]</div> The <a href="/wiki/Association_for_Educational_Communications_and_Technology" title="Association for Educational Communications and Technology">Association for Educational Communications and Technology</a> (AECT) has defined educational technology as "the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources".<a href="#cite_note-Richey2008-7">[7]</a> It denotes instructional technology as "the theory and practice of <a href="/wiki/Design" title="Design">design</a>, development, utilization, management, and <a href="/wiki/Evaluation" title="Evaluation">evaluation</a> of processes and resources for learning".<a href="#cite_note-Garrison2003-8">[8]</a><a href="#cite_note-Januszewski2007-9">[9]</a><a href="#cite_note-Lowenthal2010-10">[10]</a> As such, educational technology refers to all valid and reliable applied education sciences, such as equipment, as well as processes and procedures that are derived from <a href="/wiki/Scientific_method" title="Scientific method">scientific research</a>, and in a given context may refer to theoretical, algorithmic or heuristic processes: it does not necessarily imply physical technology. Educational technology is the process of integrating technology into education in a positive manner that promotes a more diverse learning environment and a way for students to learn how to use technology as well as their common assignments. Accordingly, there are several discrete aspects to describing the intellectual and technical development of educational technology: <ul><li>Educational technology as the <a href="#Theory">theory and practice of educational approaches</a> to learning.</li> <li>Educational technology as <a href="#Technologies">technological tools and media</a>, for instance <a href="/wiki/Massive_open_online_course" title="Massive open online course">massive online courses</a>, that assist in the communication of knowledge, and its development and exchange. This is usually what people are referring to when they use the term "edtech".</li> <li>Educational technology for <a href="/wiki/Learning_management_systems" class="mw-redirect" title="Learning management systems">learning management systems</a> (LMS), such as tools for student and curriculum management, and <a href="/wiki/Education_management_information_systems" class="mw-redirect" title="Education management information systems">education management information systems</a> (EMIS).</li> <li>Educational technology as back-office management, such as <a href="/wiki/Training_management_system" title="Training management system">training management systems</a> for logistics and budget management, and <a href="/wiki/Learning_Record_Store" title="Learning Record Store">Learning Record Store</a> (LRS) for learning data storage and analysis.</li> <li>Educational technology itself as an educational subject; such courses may be called "computer studies" or "<a href="/wiki/Information_and_communications_technology" title="Information and communications technology">information and communications technology</a> (ICT)".<a href="#cite_note-11">[11]</a></li></ul> <div class="mw-heading mw-heading2"><h2 id="Related_terms">Related terms</h2>[<a href="/w/index.php?title=Educational_technology&action=edit&section=2" title="Edit section: Related terms">edit</a>]</div> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:Kugleramme.jpg" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/a/a0/Kugleramme.jpg/220px-Kugleramme.jpg" decoding="async" width="220" height="235" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/a/a0/Kugleramme.jpg/330px-Kugleramme.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/a/a0/Kugleramme.jpg/440px-Kugleramme.jpg 2x" data-file-width="1675" data-file-height="1793" /></a><figcaption>Early 20th-century <a href="/wiki/Abacus" title="Abacus">abacus</a> used in a Danish <a href="/wiki/Elementary_school" class="mw-redirect" title="Elementary school">elementary school</a></figcaption></figure> Educational technology is an inclusive term for both the material tools and processes, and the theoretical foundations for supporting <a href="/wiki/Learning" title="Learning">learning</a> and <a href="/wiki/Teaching" title="Teaching">teaching</a>. Educational technology is not restricted to advanced technology but is anything that enhances classroom learning in the utilization of blended, face-to-face, or <a href="/wiki/Virtual_school" class="mw-redirect" title="Virtual school">online learning</a>.<a href="#cite_note-12">[12]</a> An educational technologist is someone who is trained in the field of educational technology. Educational technologists try to analyze, design, develop, implement, and evaluate processes and tools to enhance learning.<a href="#cite_note-13">[13]</a> While the term educational technologist is used primarily in the United States, learning technologist is a synonymous term used in the UK<a href="#cite_note-14">[14]</a> as well as Canada. Modern electronic educational technology is an important part of society today.<a href="#cite_note-Selwyn2011-15">[15]</a> Educational technology encompasses e-learning, instructional technology, <a href="/wiki/Information_and_communication_technologies" class="mw-redirect" title="Information and communication technologies">information and communication technology</a> (ICT) in education, edtech, learning technology, <a href="/wiki/Multimedia" title="Multimedia">multimedia</a> learning, technology-enhanced learning (TEL), computer-based instruction (CBI), computer managed instruction, computer-based training (CBT), computer-assisted instruction or computer-aided instruction (CAI),<a href="#cite_note-16">[16]</a> internet-based training (IBT), flexible learning, web-based training (WBT), online education, digital educational collaboration, distributed learning, <a href="/wiki/Computer-mediated_communication" title="Computer-mediated communication">computer-mediated communication</a>, cyber-learning, and multi-modal instruction, virtual education, personal learning environments, <a href="/wiki/Networked_learning" title="Networked learning">networked learning</a>, <a href="/wiki/Virtual_learning_environment" class="mw-redirect" title="Virtual learning environment">virtual learning environments</a> (VLE) (which are also called learning platforms), <a href="/wiki/M-learning" title="M-learning">m-learning</a>, and digital education.<a href="#cite_note-17">[17]</a> Each of these numerous terms has had its advocates, who point up potential distinctive features.<a href="#cite_note-Moore-18">[18]</a> However, many terms and concepts in educational technology have been defined nebulously. For example, Singh and Thurman cite over 45 definitions for online learning.<a href="#cite_note-19">[19]</a> Moreover, Moore saw these terminologies as emphasizing particular features such as digitization approaches, components, or delivery methods rather than being fundamentally dissimilar in concept or principle.<a href="#cite_note-Moore-18">[18]</a> For example, <a href="/wiki/M-learning" title="M-learning">m-learning</a> emphasizes mobility, which allows for altered timing, location, accessibility, and context of learning; nevertheless, its purpose and conceptual principles are those of educational technology.<a href="#cite_note-Moore-18">[18]</a> In practice, as technology has advanced, the particular "narrowly defined" terminological aspect that was initially emphasized by name has blended into the general field of educational technology.<a href="#cite_note-Moore-18">[18]</a> Initially, "virtual learning" as narrowly defined in a <a href="/wiki/Semantics" title="Semantics">semantic</a> sense implied entering an environmental simulation within a <a href="/wiki/Virtual_world" title="Virtual world">virtual world</a>, for example in treating <a href="/wiki/Posttraumatic_stress_disorder" class="mw-redirect" title="Posttraumatic stress disorder">posttraumatic stress disorder</a> (PTSD).<a href="#cite_note-20">[20]</a><a href="#cite_note-21">[21]</a> In practice, a "virtual education course" refers to any instructional course in which all, or at least a significant portion, is delivered by the <a href="/wiki/Internet" title="Internet">Internet</a>. "Virtual" is used in that broader way to describe a course that is not taught in a classroom face-to-face but "virtually" with people not having to go to the physical classroom to learn. Accordingly, virtual education refers to a form of <a href="/wiki/Distance_learning" class="mw-redirect" title="Distance learning">distance learning</a> in which course content is delivered using various methods such as <a href="/wiki/Learning_management_system" title="Learning management system">course management applications</a>, <a href="/wiki/Multimedia" title="Multimedia">multimedia</a> resources, and <a href="/wiki/Video_teleconference" class="mw-redirect" title="Video teleconference">videoconferencing</a>.<a href="#cite_note-22">[22]</a> Virtual education and simulated learning opportunities, such as games or dissections, offer opportunities for students to connect classroom content to authentic situations.<a href="#cite_note-:4-23">[23]</a> Educational content, pervasively embedded in objects, is all around the learner, who may not even be conscious of the learning process.<a href="#cite_note-Teaching_English_as_a_Second/Foreign_Language_in_a_Ubiquitous_Learning_Environment:_A_Guide_for_ESL/EFL_Instructors-24">[24]</a> The combination of <a href="/wiki/Adaptive_learning" title="Adaptive learning">adaptive learning</a>, using an individualized interface and materials, which accommodate to an individual, who thus receives personally differentiated instruction, with ubiquitous access to digital resources and learning opportunities in a range of places and at various times, has been termed smart learning.<a href="#cite_note-Hwang2014-25">[25]</a><a href="#cite_note-Kinshuk2016-26">[26]</a><a href="#cite_note-27">[27]</a> Smart learning is a component of the <a href="/wiki/Smart_city" title="Smart city">smart city</a> concept.<a href="#cite_note-28">[28]</a><a href="#cite_note-29">[29]</a> <div class="mw-heading mw-heading2"><h2 id="History">History</h2>[<a href="/w/index.php?title=Educational_technology&action=edit&section=3" title="Edit section: History">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Educational_software" title="Educational software">Educational software</a></div> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:19th_century_classroom,_Auckland_-_0795.jpg" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/5/52/19th_century_classroom%2C_Auckland_-_0795.jpg/220px-19th_century_classroom%2C_Auckland_-_0795.jpg" decoding="async" width="220" height="147" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/5/52/19th_century_classroom%2C_Auckland_-_0795.jpg/330px-19th_century_classroom%2C_Auckland_-_0795.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/5/52/19th_century_classroom%2C_Auckland_-_0795.jpg/440px-19th_century_classroom%2C_Auckland_-_0795.jpg 2x" data-file-width="4368" data-file-height="2912" /></a><figcaption>19th-century classroom, Auckland</figcaption></figure> Helping people and children learn in ways that are easier, faster, more accurate, or less expensive can be traced back to the emergence of very early tools, such as paintings on cave walls.<a href="#cite_note-Molenda-30">[30]</a><a href="#cite_note-31">[31]</a> Various types of <a href="/wiki/Abacus" title="Abacus">abacus</a> have been used. <a href="/wiki/Writing_slate" class="mw-redirect" title="Writing slate">Writing slates</a> and <a href="/wiki/Blackboard" title="Blackboard">blackboards</a> have been used for at least a millennium.<a href="#cite_note-32">[32]</a> Since their introduction, books and pamphlets have played a prominent role in education. From the early twentieth century, <a href="/wiki/Duplicating_machines" title="Duplicating machines">duplicating machines</a> such as the <a href="/wiki/Mimeograph" title="Mimeograph">mimeograph</a> and <a href="/wiki/Gestetner" title="Gestetner">Gestetner</a> stencil devices were used to produce short copy runs (typically 10–50 copies) for classroom or home use. The use of media for instructional purposes is generally traced back to the first decade of the 20th century<a href="#cite_note-Saettler-33">[33]</a> with the introduction of <a href="/wiki/Educational_film" title="Educational film">educational films</a> (the 1900s) and Sidney Pressey's mechanical <a href="/wiki/Teaching_machine" title="Teaching machine">teaching machines</a> (1920s). The first all <a href="/wiki/Multiple_choice" title="Multiple choice">multiple choice</a>, large-scale assessment was the <a href="/wiki/Army_Alpha" title="Army Alpha">Army Alpha</a>, used to assess the intelligence and, more specifically, the aptitudes of World War I military recruits. Further large-scale use of technologies was employed in training soldiers during and after WWII using <a href="/wiki/Film" title="Film">films</a> and other mediated materials, such as <a href="/wiki/Overhead_projector" title="Overhead projector">overhead projectors</a>. The concept of <a href="/wiki/Hypertext" title="Hypertext">hypertext</a> is traced to the description of <a href="/wiki/Memex" title="Memex">memex</a> by <a href="/wiki/Vannevar_Bush" title="Vannevar Bush">Vannevar Bush</a> in 1945. <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:Cuisenaire-Rods-2.png" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/5/5c/Cuisenaire-Rods-2.png/220px-Cuisenaire-Rods-2.png" decoding="async" width="220" height="190" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/5/5c/Cuisenaire-Rods-2.png/330px-Cuisenaire-Rods-2.png 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/5/5c/Cuisenaire-Rods-2.png/440px-Cuisenaire-Rods-2.png 2x" data-file-width="807" data-file-height="697" /></a><figcaption><a href="/wiki/Cuisenaire_rods" title="Cuisenaire rods">Cuisenaire rods</a></figcaption></figure> <a href="/wiki/Slide_projector" title="Slide projector">Slide projectors</a> were widely used during the 1950s in educational institutional settings. <a href="/wiki/Cuisenaire_rods" title="Cuisenaire rods">Cuisenaire rods</a> were devised in the 1920s and saw widespread use from the late 1950s. In the mid-1960s, <a href="/wiki/Stanford_University" title="Stanford University">Stanford University</a> psychology professors, <a href="/wiki/Patrick_Suppes" title="Patrick Suppes">Patrick Suppes</a> and <a href="/wiki/Richard_C._Atkinson" title="Richard C. Atkinson">Richard C. Atkinson</a>, experimented with using computers to teach arithmetic and spelling via <a href="/wiki/Teletype_Model_33" title="Teletype Model 33">Teletypes</a> to <a href="/wiki/Elementary_school" class="mw-redirect" title="Elementary school">elementary school</a> students in the <a href="/wiki/Palo_Alto_Unified_School_District" title="Palo Alto Unified School District">Palo Alto Unified School District</a> in <a href="/wiki/California" title="California">California</a>.<a href="#cite_note-34">[34]</a><a href="#cite_note-35">[35]</a> Stanford's <a href="/wiki/Education_Program_for_Gifted_Youth" title="Education Program for Gifted Youth">Education Program for Gifted Youth</a> is descended from those early experiments. Online education originated from the <a href="/wiki/University_of_Illinois" class="mw-redirect" title="University of Illinois">University of Illinois</a> in 1960. Although the internet would not be created for another decade, students were able to access class information with linked computer terminals. Online learning emerged in 1982 when the <a href="/wiki/Western_Behavioral_Sciences_Institute" title="Western Behavioral Sciences Institute">Western Behavioral Sciences Institute</a> in La Jolla, California, opened its School of Management and Strategic Studies. The school employed computer conferencing through the <a href="/wiki/New_Jersey_Institute_of_Technology" title="New Jersey Institute of Technology">New Jersey Institute of Technology</a>'s <a href="/wiki/Electronic_Information_Exchange_System" title="Electronic Information Exchange System">Electronic Information Exchange System</a> (EIES) to deliver a distance education program to business executives.<a href="#cite_note-36">[36]</a> Starting in 1985, <a href="/wiki/Connected_Education" title="Connected Education">Connected Education</a> offered the first totally online master's degree in media studies, through <a href="/wiki/The_New_School" title="The New School">The New School</a> in New York City, also via the EIES computer conferencing system.<a href="#cite_note-T.H.E.-37">[37]</a><a href="#cite_note-New_Scientist-38">[38]</a><a href="#cite_note-Netweaver-39">[39]</a> Subsequent courses were offered in 1986 by the Electronic University Network for DOS and Commodore 64 computers. In 2002, <a href="/wiki/MIT" class="mw-redirect" title="MIT">MIT</a> began providing online classes free of charge. As of 2009<a class="external text" href="https://en.wikipedia.org/w/index.php?title=Educational_technology&action=edit">[update]</a>, approximately 5.5 million students were taking at least one class online. Currently, one out of three college students takes at least one online course while in college. At <a href="/wiki/DeVry_University" title="DeVry University">DeVry University</a>, out of all students that are earning a bachelor's degree, 80% earn two-thirds of their requirements online. Also, in 2014, 2.85 million students out of 5.8 million students that took courses online, took all of their courses online. From this information, it can be concluded that the number of students taking classes online is on a steady increase.<a href="#cite_note-40">[40]</a><a href="#cite_note-41">[41]</a> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:Alliance_Fran%C3%A7aise_de_Moldavie_-_M%C3%A9diath%C3%A8que_et_espace_multim%C3%A9dia.jpg" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/a/a1/Alliance_Fran%C3%A7aise_de_Moldavie_-_M%C3%A9diath%C3%A8que_et_espace_multim%C3%A9dia.jpg/220px-Alliance_Fran%C3%A7aise_de_Moldavie_-_M%C3%A9diath%C3%A8que_et_espace_multim%C3%A9dia.jpg" decoding="async" width="220" height="147" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/a/a1/Alliance_Fran%C3%A7aise_de_Moldavie_-_M%C3%A9diath%C3%A8que_et_espace_multim%C3%A9dia.jpg/330px-Alliance_Fran%C3%A7aise_de_Moldavie_-_M%C3%A9diath%C3%A8que_et_espace_multim%C3%A9dia.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/a/a1/Alliance_Fran%C3%A7aise_de_Moldavie_-_M%C3%A9diath%C3%A8que_et_espace_multim%C3%A9dia.jpg/440px-Alliance_Fran%C3%A7aise_de_Moldavie_-_M%C3%A9diath%C3%A8que_et_espace_multim%C3%A9dia.jpg 2x" data-file-width="800" data-file-height="533" /></a><figcaption>Multimedia space, Moldova Alliance Française</figcaption></figure> The recent article, "Shift Happens: Online Education as a New Paradigm in Learning", <a href="/wiki/Linda_Harasim" title="Linda Harasim">Linda Harasim</a> covers an overview of the history of online education as well as a framework for understanding the type of need it addresses. The concept of distance learning has already been invented for many centuries. The value of online <a href="/wiki/Education" title="Education">education</a> is not found in its ability to establish a method for distance learning, but rather in its power to make this type of learning process more efficient by providing a medium in which the instructor and their students can virtually interact with one another in real-time. The topic of online education started primarily in the late 1900s when institutions and businesses started to make products to assist students' learning. These groups desired a need to further develop educational services across the globe, primarily to developing countries. In 1960, the University of Illinois created a system of linked computer terminals, known as the Intranet, to give students access to recorded lectures and course materials that they could watch or use in their free time. This type of concept, called PLATO (programmed logic for automatic teaching operations), was rapidly introduced throughout the globe. Many institutions adopted this similar technique while the internet was in its developmental phase. In 1971, <a href="/wiki/Ivan_Illich" title="Ivan Illich">Ivan Illich</a> published a hugely influential book, <a href="/wiki/Deschooling_Society" title="Deschooling Society">Deschooling Society</a>, in which he envisioned "learning webs" as a model for people to network the learning they needed. The 1970s and 1980s saw notable contributions in computer-based learning by <a href="/wiki/Murray_Turoff" title="Murray Turoff">Murray Turoff</a> and <a href="/wiki/Starr_Roxanne_Hiltz" title="Starr Roxanne Hiltz">Starr Roxanne Hiltz</a> at the <a href="/wiki/New_Jersey_Institute_of_Technology" title="New Jersey Institute of Technology">New Jersey Institute of Technology</a><a href="#cite_note-42">[42]</a> as well as developments at the <a href="/wiki/University_of_Guelph" title="University of Guelph">University of Guelph</a> in Canada.<a href="#cite_note-Mason._R_1989-43">[43]</a> In the UK, the Council for Educational Technology supported the use of educational technology, in particular administering the government's <a href="/wiki/National_Development_Programme_in_Computer_Aided_Learning" title="National Development Programme in Computer Aided Learning">National Development Programme in Computer Aided Learning</a><a href="#cite_note-44">[44]</a> (1973–1977) and the <a href="/wiki/Microelectronics_Education_Programme" title="Microelectronics Education Programme">Microelectronics Education Programme</a> (1980–1986). By the mid-1980s, accessing course content became possible at many college libraries. In computer-based training (CBT) or computer-based learning (CBL), the learning interaction was between the student and computer drills or micro-world simulations. Digitized communication and networking in education started in the mid-1980s. Educational institutions began to take advantage of the new medium by offering distance learning courses using computer networking for information. Early e-learning systems, based on computer-based learning/training often replicated autocratic teaching styles whereby the role of the e-learning system was assumed to be for transferring knowledge, as opposed to systems developed later based on <a href="/wiki/Computer_Supported_Collaborative_Learning" class="mw-redirect" title="Computer Supported Collaborative Learning">computer-supported collaborative learning</a> (CSCL), which encouraged the shared development of knowledge. <a href="/wiki/Videoconferencing" class="mw-redirect" title="Videoconferencing">Videoconferencing</a> was an important forerunner to the educational technologies known today. This work was especially popular with <a href="/wiki/Museum_education" title="Museum education">museum education</a>. Even in recent years, videoconferencing has risen in popularity to reach over 20,000 students across the United States and Canada in 2008–2009. Disadvantages of this form of educational technology are readily apparent: image and sound quality are often grainy or pixelated; videoconferencing requires setting up a type of mini-television studio within the museum for broadcast; space becomes an issue; and specialized equipment is required for both the provider and the participant.<a href="#cite_note-45">[45]</a> The <a href="/wiki/Open_University" title="Open University">Open University</a> in Britain<a href="#cite_note-Mason._R_1989-43">[43]</a> and the University of British Columbia (where Web CT, now incorporated into Blackboard Inc., was first developed) began a revolution of using the Internet to deliver learning,<a href="#cite_note-46">[46]</a> making heavy use of web-based training, online distance learning, and online discussion between students.<a href="#cite_note-eurodl2007-47">[47]</a> Practitioners such as Harasim (1995)<a href="#cite_note-48">[48]</a> put heavy emphasis on the use of learning networks. With the advent of the <a href="/wiki/World_Wide_Web" title="World Wide Web">World Wide Web</a> in the 1990s, teachers embarked on the method of using emerging technologies to employ multi-object oriented sites, which are text-based online virtual reality systems, to create course websites along with simple sets of instructions for their students. By 1994, the <a href="/wiki/CompuHigh" title="CompuHigh">first online high school</a> had been founded. In 1997, Graziadei described criteria for evaluating products and developing technology-based courses that include being portable, replicable, scalable, affordable, and having a high probability of long-term cost-effectiveness.<a href="#cite_note-Graziadei-49">[49]</a> Improved <a href="/wiki/Internet" title="Internet">Internet</a> functionality enabled new schemes of communication with <a href="/wiki/Multimedia" title="Multimedia">multimedia</a> or <a href="/wiki/Webcam" title="Webcam">webcams</a>. The <a href="/wiki/National_Center_for_Education_Statistics" title="National Center for Education Statistics">National Center for Education Statistics</a> estimates the number of K-12 students enrolled in online distance learning programs increased by 65% from 2002 to 2005, with greater flexibility, ease of communication between teacher and student, and quick lecture and assignment feedback. According to a 2008 study conducted by the <a href="/wiki/United_States_Department_of_Education" title="United States Department of Education">U.S Department of Education</a>, during the 2006–2007 academic year about 66% of postsecondary public and private schools participating in student financial aid programs offered some distance learning courses; records show 77% of enrollment in for-credit courses with an online component.<a href="#cite_note-50">[50]</a> In 2008, the Council of Europe passed a statement endorsing e-learning's potential to drive equality and education improvements across the EU.<a href="#cite_note-51">[51]</a> <a href="/wiki/Computer-mediated_communication" title="Computer-mediated communication">Computer-mediated communication</a> (CMC) is between learners and instructors, mediated by the computer. In contrast, CBT/CBL usually means individualized (self-study) learning, while CMC involves educator/tutor facilitation and requires the scalarization of flexible learning activities. In addition, modern ICT provides education with tools for sustaining learning communities and associated knowledge management tasks. Students growing up in this digital age have extensive exposure to a variety of media.<a href="#cite_note-52">[52]</a> Major high-tech companies have funded schools to provide them with the ability to teach their students through technology.<a href="#cite_note-53">[53]</a> 2015 was the first year that private nonprofit organizations enrolled more online students than for-profits, although public universities still enrolled the highest number of online students. In the fall of 2015, more than 6 million students enrolled in at least one online course.<a href="#cite_note-54">[54]</a> In 2020, due to the <a href="/wiki/COVID-19_pandemic" title="COVID-19 pandemic">COVID-19 pandemic</a>, many schools across the world were forced to close, which left more and more grade-school students participating in online learning, and university-level students enrolling in online courses to enforce distance learning.<a href="#cite_note-55">[55]</a><a href="#cite_note-56">[56]</a> Organizations such as <a href="/wiki/Unesco" class="mw-redirect" title="Unesco">Unesco</a> have enlisted educational technology solutions to help schools facilitate <a href="/wiki/Distance_education" title="Distance education">distance education</a>.<a href="#cite_note-57">[57]</a> The pandemic's extended lockdowns and focus on distance learning has attracted record-breaking amounts of venture capital to the ed-tech sector.<a href="#cite_note-58">[58]</a> In 2020, in the United States alone, ed-tech startups raised $1.78 billion in venture capital spanning 265 deals, compared to $1.32 billion in 2019.<a href="#cite_note-59">[59]</a> <div class="mw-heading mw-heading2"><h2 id="Theory">Theory</h2>[<a href="/w/index.php?title=Educational_technology&action=edit&section=4" title="Edit section: Theory">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main articles: <a href="/wiki/Educational_psychology" title="Educational psychology">Educational psychology</a>, <a href="/wiki/E-learning_(theory)" title="E-learning (theory)">E-learning (theory)</a>, <a href="/wiki/Learning_theory_(education)" title="Learning theory (education)">Learning theory (education)</a>, and <a href="/wiki/Educational_philosophies" class="mw-redirect" title="Educational philosophies">Educational philosophies</a></div> Various <a href="/wiki/Pedagogical" class="mw-redirect" title="Pedagogical">pedagogical</a> perspectives or <a href="/wiki/Learning_theory_(education)" title="Learning theory (education)">learning theories</a> may be considered in designing and interacting with educational technology. <a href="/wiki/E-learning_(theory)" title="E-learning (theory)">E-learning theory</a> examines these approaches. These theoretical perspectives are grouped into three main theoretical schools or philosophical frameworks: <a href="/wiki/Behaviorism" title="Behaviorism">behaviorism</a>, <a href="/wiki/Cognitivism_(psychology)" title="Cognitivism (psychology)">cognitivism</a>, and <a href="/wiki/Constructivism_(learning_theory)" class="mw-redirect" title="Constructivism (learning theory)">constructivism</a>. <div class="mw-heading mw-heading3"><h3 id="Behaviorism">Behaviorism</h3>[<a href="/w/index.php?title=Educational_technology&action=edit&section=5" title="Edit section: Behaviorism">edit</a>]</div> This theoretical framework was developed in the early 20th century based on animal learning experiments by <a href="/wiki/Ivan_Pavlov" title="Ivan Pavlov">Ivan Pavlov</a>, <a href="/wiki/Edward_Thorndike" title="Edward Thorndike">Edward Thorndike</a>, <a href="/wiki/Edward_C._Tolman" title="Edward C. Tolman">Edward C. Tolman</a>, <a href="/wiki/Clark_L._Hull" title="Clark L. Hull">Clark L. Hull</a>, and <a href="/wiki/B.F._Skinner" class="mw-redirect" title="B.F. Skinner">B.F. Skinner</a>. Many psychologists used these results to develop theories of human learning, but modern educators generally see <a href="/wiki/Behaviorism" title="Behaviorism">behaviorism</a> as one aspect of a holistic synthesis. Teaching in behaviorism has been linked to training, emphasizing animal learning experiments. Since behaviorism consists of the view of teaching people how to do something with rewards and punishments, it is related to training people.<a href="#cite_note-60">[60]</a> <a href="/wiki/B.F._Skinner" class="mw-redirect" title="B.F. Skinner">B.F. Skinner</a> wrote extensively on improvements in teaching based on his functional analysis of <a href="/wiki/Verbal_behavior" class="mw-redirect" title="Verbal behavior">verbal behavior</a><a href="#cite_note-61">[61]</a><a href="#cite_note-62">[62]</a> and wrote "The Technology of Teaching",<a href="#cite_note-63">[63]</a><a href="#cite_note-64">[64]</a> an attempt to dispel the myths underlying contemporary education as well as promote his system he called <a href="/wiki/Programmed_instruction" class="mw-redirect" title="Programmed instruction">programmed instruction</a>. <a href="/wiki/Ogden_Lindsley" title="Ogden Lindsley">Ogden Lindsley</a> developed a learning system, named Celeration, which was based on behavior analysis but substantially differed from Keller's and Skinner's models. <div class="mw-heading mw-heading3"><h3 id="Cognitivism">Cognitivism</h3>[<a href="/w/index.php?title=Educational_technology&action=edit&section=6" title="Edit section: Cognitivism">edit</a>]</div> <a href="/wiki/Cognitive_science" title="Cognitive science">Cognitive science</a> underwent significant change in the 1960s and 1970s to the point that some described the period as a "cognitive revolution", particularly in reaction to behaviorism.<a href="#cite_note-:5-65">[65]</a> While retaining the empirical framework of <a href="/wiki/Behaviorism" title="Behaviorism">behaviorism</a>, <a href="/wiki/Cognitive_psychology" title="Cognitive psychology">cognitive psychology</a> theories look beyond behavior to explain brain-based learning by considering how human memory works to promote learning. It refers to learning as "all processes by which the sensory input is transformed, reduced, elaborated, stored, recovered, and used" by the human mind.<a href="#cite_note-:5-65">[65]</a><a href="#cite_note-66">[66]</a> The <a href="/wiki/Atkinson-Shiffrin_memory_model" class="mw-redirect" title="Atkinson-Shiffrin memory model">Atkinson-Shiffrin memory model</a> and Baddeley's <a href="/wiki/Working_memory" title="Working memory">working memory</a> model were established as theoretical frameworks. Computer science and information technology have had a major influence on cognitive science theory. The cognitive concepts of working memory (formerly known as short-term memory) and long-term memory have been facilitated by research and technology from the field of computer science. Another major influence on the field of cognitive science is <a href="/wiki/Noam_Chomsky" title="Noam Chomsky">Noam Chomsky</a>. Today researchers are concentrating on topics like <a href="/wiki/Cognitive_load" title="Cognitive load">cognitive load</a>, <a href="/wiki/Information_processing_(psychology)" title="Information processing (psychology)">information processing</a>, and <a href="/wiki/Media_psychology" title="Media psychology">media psychology</a>. These theoretical perspectives influence <a href="/wiki/Instructional_design" title="Instructional design">instructional design</a>.<a href="#cite_note-67">[67]</a> There are two separate schools of cognitivism, and these are the cognitivist and social cognitivist. The former focuses on the understanding of the thinking or cognitive processes of an individual while the latter includes social processes as influences in learning besides cognition.<a href="#cite_note-:6-68">[68]</a> These two schools, however, share the view that learning is more than a behavioral change but is rather a mental process used by the learner.<a href="#cite_note-:6-68">[68]</a> <div class="mw-heading mw-heading3"><h3 id="Constructivism">Constructivism</h3>[<a href="/w/index.php?title=Educational_technology&action=edit&section=7" title="Edit section: Constructivism">edit</a>]</div> Educational psychologists distinguish between several types of <a href="/wiki/Constructivism_(learning_theory)" class="mw-redirect" title="Constructivism (learning theory)">constructivism</a>: individual (or psychological) constructivism, such as <a href="/wiki/Piaget%27s_theory_of_cognitive_development" title="Piaget's theory of cognitive development">Piaget's theory of cognitive development</a>, and <a href="/wiki/Social_constructivism_(learning_theory)" class="mw-redirect" title="Social constructivism (learning theory)">social constructivism</a>. This form of <a href="/wiki/Constructivism_(learning_theory)" class="mw-redirect" title="Constructivism (learning theory)">constructivism</a> has a primary focus on how learners construct their own meaning from new information, as they interact with reality and with other learners who bring different perspectives. Constructivist learning environments require students to use their prior knowledge and experiences to formulate new, related, and/or adaptive concepts in learning (Termos, 2012<a href="#cite_note-69">[69]</a>). Under this framework, the role of the teacher becomes that of a facilitator, providing guidance so that learners can construct their own knowledge. Constructivist educators must make sure that the prior learning experiences are appropriate and related to the concepts being taught. Jonassen (1997) suggests "well-structured" learning environments are useful for novice learners and that "ill-structured" environments are only useful for more advanced learners. Educators utilizing a constructivist perspective may emphasize an <a href="/wiki/Active_learning" title="Active learning">active learning</a> environment that may incorporate learner-centered <a href="/wiki/Problem-based_learning" title="Problem-based learning">problem-based learning</a>, <a href="/wiki/Project-based_learning" title="Project-based learning">project-based learning</a>, and <a href="/wiki/Inquiry-based_learning" title="Inquiry-based learning">inquiry-based learning</a>, ideally involving real-world scenarios, in which students are actively engaged in critical thinking activities. An illustrative discussion and example can be found in the 1980s deployment of constructivist cognitive learning in computer literacy, which involved programming as an instrument of learning.<a href="#cite_note-Rosenberg-70">[70]</a>: 224  <a href="/wiki/Logo_(programming_language)" title="Logo (programming language)">LOGO</a>, a programming language, embodied an attempt to integrate Piagetian ideas with computers and technology.<a href="#cite_note-Rosenberg-70">[70]</a><a href="#cite_note-71">[71]</a> Initially there were broad, hopeful claims, including "perhaps the most controversial claim" that it would "improve general problem-solving skills" across disciplines.<a href="#cite_note-Rosenberg-70">[70]</a>: 238  However, LOGO programming skills did not consistently yield cognitive benefits.<a href="#cite_note-Rosenberg-70">[70]</a>: 238  It was "not as concrete" as advocates claimed, it privileged "one form of reasoning over all others", and it was difficult to apply the thinking activity to non-LOGO-based activities.<a href="#cite_note-72">[72]</a> By the late 1980s, LOGO and other similar programming languages had lost their novelty and dominance and were gradually de-emphasized amid criticisms.<a href="#cite_note-73">[73]</a> <div class="mw-heading mw-heading2"><h2 id="Practice">Practice</h2>[<a href="/w/index.php?title=Educational_technology&action=edit&section=8" title="Edit section: Practice">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">See also: <a href="/wiki/Instructional_design" title="Instructional design">Instructional design</a></div> The extent to which e-learning assists or replaces other learning and teaching approaches is variable, ranging on a continuum from none to fully <a href="/wiki/World_Wide_Web" title="World Wide Web">online</a> <a href="/wiki/Distance_learning" class="mw-redirect" title="Distance learning">distance learning</a>.<a href="#cite_note-Bates2003-74">[74]</a><a href="#cite_note-75">[75]</a> A variety of descriptive terms have been employed (somewhat inconsistently) to categorize the extent to which technology is used. For example, "hybrid learning" or "<a href="/wiki/Blended_learning" title="Blended learning">blended learning</a>" may refer to classroom aids and laptops, or may refer to approaches in which traditional classroom time is reduced but not eliminated, and is replaced with some online learning.<a href="#cite_note-76">[76]</a><a href="#cite_note-77">[77]</a> "Distributed learning" may describe either the e-learning component of a hybrid approach, or fully online <a href="/wiki/Distance_learning" class="mw-redirect" title="Distance learning">distance learning</a> environments.<a href="#cite_note-Bates2003-74">[74]</a> <div class="mw-heading mw-heading3"><h3 id="Synchronous_and_asynchronous">Synchronous and asynchronous</h3>[<a href="/w/index.php?title=Educational_technology&action=edit&section=9" title="Edit section: Synchronous and asynchronous">edit</a>]</div> E-learning may either be <a href="/wiki/Synchronous_learning" title="Synchronous learning">synchronous</a> or <a href="/wiki/Asynchronous_learning" title="Asynchronous learning">asynchronous</a>. Synchronous learning occurs in real-time, with all participants interacting at the same time. In contrast, asynchronous learning is self-paced and allows participants to engage in the exchange of ideas or information without the dependency on other participants' involvement at the same time.<a href="#cite_note-78">[78]</a> <a href="/wiki/Synchronous_learning" title="Synchronous learning">Synchronous learning</a> refers to exchanging ideas and information with one or more participants during the same period. Examples are face-to-face discussion, online real-time live teacher instruction and feedback, Skype conversations, and chat rooms or virtual classrooms where everyone is online and working collaboratively at the same time. Since students are working collaboratively, synchronized learning helps students become more open-minded because they have to actively listen and learn from their peers. Synchronized learning fosters online awareness and improves many students' writing skills.<a href="#cite_note-79">[79]</a> <a href="/wiki/Asynchronous_learning" title="Asynchronous learning">Asynchronous learning</a> may use technologies such as <a href="/wiki/Learning_management_system" title="Learning management system">learning management systems</a>, <a href="/wiki/Email" title="Email">email</a>, <a href="/wiki/Blog" title="Blog">blogs</a>, <a href="/wiki/Wiki" title="Wiki">wikis</a>, and <a href="/wiki/Discussion_board" class="mw-redirect" title="Discussion board">discussion boards</a>, as well as <a href="/wiki/World_Wide_Web" title="World Wide Web">web</a>-supported textbooks,<a href="#cite_note-80">[80]</a> <a href="/wiki/Hypertext" title="Hypertext">hypertext</a> documents, audio<a href="#cite_note-81">[81]</a> video courses, and <a href="/wiki/Social_networking" class="mw-redirect" title="Social networking">social networking</a> using <a href="/wiki/Web_2.0" title="Web 2.0">web 2.0</a>. At the professional educational level, training may include <a href="/wiki/Virtual_Operating_Room" title="Virtual Operating Room">virtual operating rooms</a>. Asynchronous learning is beneficial for students who have health problems or who have childcare responsibilities. They have the opportunity to complete their work in a low-stress environment and within a more flexible time frame.<a href="#cite_note-eurodl2007-47">[47]</a> In asynchronous online courses, students are allowed the freedom to complete work at their own pace. Being non-traditional students, they can manage their daily life and school and still have the social aspect. Asynchronous collaborations allow the student to reach out for help when needed and provide helpful guidance, depending on how long it takes them to complete the assignment. Many tools used for these courses are but are not limited to: videos, class discussions, and group projects.<a href="#cite_note-82">[82]</a> Through online courses, students can earn their diplomas faster, or repeat failed courses without being in a class with younger students. Students have access to various enrichment courses in online learning, still participate in college courses, internships, sports, or work, and still graduate with their classes. <div class="mw-heading mw-heading3"><h3 id="Linear_learning">Linear learning</h3>[<a href="/w/index.php?title=Educational_technology&action=edit&section=10" title="Edit section: Linear learning">edit</a>]</div> Computer-based training (CBT) refers to self-paced learning activities delivered on a <a href="/wiki/Computer" title="Computer">computer</a> or handheld devices such as a tablet or smartphone. CBT initially delivered content via CD-ROM, and typically presented content linearly, much like reading an online book or manual.<a href="#cite_note-patent-83">[83]</a> For this reason, CBT is often used to teach static processes, such as using software or completing mathematical equations. Computer-based training is conceptually similar to web-based training (WBT), which is delivered via <a href="/wiki/Internet" title="Internet">Internet</a> using a <a href="/wiki/Web_browser" title="Web browser">web browser</a>. Assessing learning in a CBT is often by assessments that can be easily scored by a computer such as multiple-choice questions, drag-and-drop, radio button, simulation, or other interactive means. Assessments are easily scored and recorded via online software, providing immediate end-user feedback and completion status. Users are often able to print completion records in the form of certificates.<a href="#cite_note-patent-83">[83]</a> CBTs provide learning stimulus beyond traditional learning methodology from textbook, manual, or classroom-based instruction. CBTs can be a good alternative to printed learning materials since rich media, including videos or animations, can be embedded to enhance learning.<a href="#cite_note-patent-83">[83]</a> However, CBTs pose some learning challenges. Typically, the creation of effective CBTs requires enormous resources. The software for developing CBTs is often more complex than a subject matter expert or teacher is able to use.<a href="#cite_note-patent-83">[83]</a> The lack of human interaction can limit both the type of content that can be presented and the type of assessment that can be performed and may need supplementation with online discussion or other interactive elements. <div class="mw-heading mw-heading3"><h3 id="Collaborative_learning">Collaborative learning</h3>[<a href="/w/index.php?title=Educational_technology&action=edit&section=11" title="Edit section: Collaborative learning">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Computer-supported_collaborative_learning" title="Computer-supported collaborative learning">Computer-supported collaborative learning</a></div> <a href="/wiki/Computer-supported_collaborative_learning" title="Computer-supported collaborative learning">Computer-supported collaborative learning</a> (CSCL) uses instructional methods designed to encourage or require students to work together on learning tasks, allowing <a href="/wiki/Social_learning_(social_pedagogy)" title="Social learning (social pedagogy)">social learning</a>. CSCL is similar in concept to the terminology, "e-learning 2.0" and "networked collaborative learning" (NCL).<a href="#cite_note-84">[84]</a> With <a href="/wiki/Web_2.0" title="Web 2.0">Web 2.0</a> advances, sharing information between multiple people in a <a href="/wiki/Networked_learning" title="Networked learning">network</a> has become much easier and use has increased.<a href="#cite_note-patent-83">[83]</a><a href="#cite_note-Crane2009-85">[85]</a>: 1 <a href="#cite_note-86">[86]</a> One of the main reasons for its usage states that it is "a breeding ground for creative and engaging educational endeavors."<a href="#cite_note-Crane2009-85">[85]</a>: 2  Learning takes place through conversations about content and <a href="/wiki/Grounded_theory" title="Grounded theory">grounded</a> interaction about problems and actions. This collaborative learning differs from instruction in which the instructor is the principal source of knowledge and skills.<a href="#cite_note-patent-83">[83]</a> The neologism "e-learning 1.0" refers to <a href="/wiki/Direct_instruction" title="Direct instruction">direct instruction</a> used in early computer-based learning and training systems (CBL). In contrast to that linear delivery of content, often directly from the instructor's material, CSCL uses <a href="/wiki/Social_software" title="Social software">social software</a> such as <a href="/wiki/Blog" title="Blog">blogs</a>, social media, <a href="/wiki/Wiki" title="Wiki">wikis</a>, <a href="/wiki/Podcast" title="Podcast">podcasts</a>, cloud-based document portals, discussion groups and virtual worlds.<a href="#cite_note-87">[87]</a> This phenomenon has been referred to as Long Tail Learning.<a href="#cite_note-Minds_on_Fire-88">[88]</a> Advocates of social learning claim that one of the best ways to learn something is to teach it to others.<a href="#cite_note-Minds_on_Fire-88">[88]</a> Social networks have been used to foster <a href="/wiki/Online_learning_community" title="Online learning community">online learning communities</a> around subjects as diverse as test preparation and <a href="/wiki/Language_education" title="Language education">language education</a>. <a href="/wiki/Mobile-assisted_language_learning" title="Mobile-assisted language learning">Mobile-assisted language learning</a> (MALL) is the use of handheld computers or cell phones to assist in language learning. Collaborative apps allow students and teachers to interact while studying. Apps are designed after games, which provide a fun way to revise. When the experience is enjoyable, the students become more engaged. Games also usually come with a sense of progression, which can help keep students motivated and consistent while trying to improve.<a href="#cite_note-89">[89]</a> Classroom 2.0 refers to online <a href="/wiki/MUVE" class="mw-redirect" title="MUVE">multi-user virtual environments</a> (MUVEs) that connect schools across geographical frontiers. Known as "eTwinning", <a href="/wiki/Computer-supported_collaborative_learning" title="Computer-supported collaborative learning">computer-supported collaborative learning</a> (CSCL) allows learners in one school to communicate with learners in another that they would not get to know otherwise,<a href="#cite_note-90">[90]</a><a href="#cite_note-91">[91]</a> enhancing educational outcomes<a href="#cite_note-92">[92]</a> and cultural integration. Further, many researchers distinguish between collaborative and cooperative approaches to group learning. For example, Roschelle and Teasley (1995) argue that "cooperation is accomplished by the division of labor among participants, as an activity where each person is responsible for a portion of the problem solving", in contrast with collaboration that involves the "mutual engagement of participants in a coordinated effort to solve the problem together."<a href="#cite_note-93">[93]</a> Social technology, and social media specifically, provides avenues for student learning that would not be available otherwise. For example, it provides ordinary students a chance to exist in the same room as, and share a dialogue with researchers, politicians, and activists. This is because it vaporizes the geographical barriers that would otherwise separate people.<a href="#cite_note-94">[94]</a> Simplified, social media gives students a reach that provides them with opportunities and conversations that allow them to grow as communicators.<a href="#cite_note-95">[95]</a> Social technologies like Twitter can provide students with an archive of free data that goes back multiple decades. Many classrooms and educators are already taking advantage of this free resource—for example, researchers and educators at the University of Central Florida in 2011 used Tweets posted relating to emergencies like <a href="/wiki/Hurricane_Irene" title="Hurricane Irene">Hurricane Irene</a> as data points, in order to teach their students how to code data.<a href="#cite_note-96">[96]</a><a href="#cite_note-97">[97]</a> Social media technologies also allow instructors the ability to show students how professional networks facilitate work on a technical level.<a href="#cite_note-98">[98]</a> <div class="mw-heading mw-heading3"><h3 id="Flipped_classroom">Flipped classroom</h3>[<a href="/w/index.php?title=Educational_technology&action=edit&section=12" title="Edit section: Flipped classroom">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Flipped_classroom" title="Flipped classroom">Flipped classroom</a></div> This is an instructional strategy where the majority of the initial learning occurs first at home using technology. Then, students will engage with higher-order learning tasks in the classroom with the teacher.<a href="#cite_note-99">[99]</a> Often, online tools are used for the individual at-home learning, such as: educational videos, learning management systems, interactive tools, and other web-based resources.<a href="#cite_note-100">[100]</a><a href="#cite_note-101">[101]</a> Some advantages of flipped learning include improved learning performance, enhanced student satisfaction and engagement, flexibility in learning, and increased interaction opportunities between students and instructors.<a href="#cite_note-102">[102]</a><a href="#cite_note-103">[103]</a><a href="#cite_note-104">[104]</a> On the other hand, the disadvantages of flipped learning involve challenges related to student motivation, internet accessibility, quality of videos, and increased workload for teachers.<a href="#cite_note-105">[105]</a><a href="#cite_note-106">[106]</a> The large majority of studies focusing on the success of flipped learning are in the <a href="/wiki/Higher_education" class="mw-redirect" title="Higher education">higher education</a> context.<a href="#cite_note-107">[107]</a> <div class="mw-heading mw-heading2"><h2 id="Technologies">Technologies</h2>[<a href="/w/index.php?title=Educational_technology&action=edit&section=13" title="Edit section: Technologies">edit</a>]</div> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:Teaching_sliderule_comparison.jpg" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/9/9f/Teaching_sliderule_comparison.jpg/220px-Teaching_sliderule_comparison.jpg" decoding="async" width="220" height="165" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/9/9f/Teaching_sliderule_comparison.jpg/330px-Teaching_sliderule_comparison.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/9/9f/Teaching_sliderule_comparison.jpg/440px-Teaching_sliderule_comparison.jpg 2x" data-file-width="3264" data-file-height="2448" /></a><figcaption>A 2.5 m teaching <a href="/wiki/Slide_rule" title="Slide rule">slide rule</a> compared to a normal sized model</figcaption></figure> Educational media and tools can be used for: <ul><li>task structuring support: help with how to do a task (procedures and processes),</li> <li>access to knowledge bases (help user find information needed)</li> <li>alternate forms of knowledge representation (multiple representations of knowledge, e.g. video, audio, text, image, data)</li></ul> Numerous types of physical technology are currently used:<a href="#cite_note-108">[108]</a><a href="#cite_note-109">[109]</a> digital cameras, video cameras, interactive whiteboard tools, document cameras, <a href="/wiki/Electronic_media" title="Electronic media">electronic media</a>, and LCD projectors. Combinations of these techniques include <a href="/wiki/Blogs" class="mw-redirect" title="Blogs">blogs</a>, <a href="/wiki/Collaborative_software" title="Collaborative software">collaborative software</a>, <a href="/wiki/EPortfolio" class="mw-redirect" title="EPortfolio">ePortfolios</a>, and <a href="/wiki/Virtual_classrooms" class="mw-redirect" title="Virtual classrooms">virtual classrooms</a>.<a href="#cite_note-110">[110]</a> The current design of this type of application includes the evaluation through tools of cognitive analysis that allow one to identify which elements optimize the use of these platforms.<a href="#cite_note-111">[111]</a> <div class="mw-heading mw-heading3"><h3 id="Audio_and_video">Audio and video</h3>[<a href="/w/index.php?title=Educational_technology&action=edit&section=14" title="Edit section: Audio and video">edit</a>]</div> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:Preparation_for_training_teachers_on_the_subject_of_Wikipedia_-_Center_for_Educational_Technology_(1).JPG" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/8/8d/Preparation_for_training_teachers_on_the_subject_of_Wikipedia_-_Center_for_Educational_Technology_%281%29.JPG/220px-Preparation_for_training_teachers_on_the_subject_of_Wikipedia_-_Center_for_Educational_Technology_%281%29.JPG" decoding="async" width="220" height="147" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/8/8d/Preparation_for_training_teachers_on_the_subject_of_Wikipedia_-_Center_for_Educational_Technology_%281%29.JPG/330px-Preparation_for_training_teachers_on_the_subject_of_Wikipedia_-_Center_for_Educational_Technology_%281%29.JPG 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/8/8d/Preparation_for_training_teachers_on_the_subject_of_Wikipedia_-_Center_for_Educational_Technology_%281%29.JPG/440px-Preparation_for_training_teachers_on_the_subject_of_Wikipedia_-_Center_for_Educational_Technology_%281%29.JPG 2x" data-file-width="4320" data-file-height="2880" /></a><figcaption>Preparation for training teachers on the subject of Wikipedia - Center for Educational Technology</figcaption></figure> Video technology<a href="#cite_note-112">[112]</a> has included <a href="/wiki/VHS" title="VHS">VHS</a> tapes and <a href="/wiki/DVD" title="DVD">DVDs</a>, as well as <a href="/wiki/Asynchronous_learning" title="Asynchronous learning">on-demand</a> and <a href="/wiki/Synchronous_learning" title="Synchronous learning">synchronous</a> methods with digital video via <a href="/wiki/Server_(computing)" title="Server (computing)">server</a> or web-based options such as streamed video and <a href="/wiki/Webcam" title="Webcam">webcams</a>. <a href="/wiki/Videotelephony" title="Videotelephony">Videotelephony</a> can connect with speakers and other experts. Interactive digital <a href="/wiki/Video_game" title="Video game">video games</a> are being used at K-12 and higher education institutions.<a href="#cite_note-113">[113]</a> Radio offers a <a href="/wiki/Synchronous_learning" title="Synchronous learning">synchronous</a> educational vehicle while streaming audio over the internet with webcasts and podcasts can be <a href="/wiki/Asynchronous_learning" title="Asynchronous learning">asynchronous</a>. Classroom microphones, often wireless, can enable learners and educators to interact more clearly. <a href="/wiki/Screencast" title="Screencast">Screencasting</a> allows users to share their screens directly from their browser and make the video available online so that other viewers can stream the video directly.<a href="#cite_note-114">[114]</a> The presenter thus has the ability to show their ideas and flow of thoughts rather than simply explain them as simple text content. In combination with audio and video, the educator can mimic the one-on-one experience of the classroom. Learners have the ability to pause and rewind, to review at their own pace, something a classroom cannot always offer. <a href="/wiki/Webcam" title="Webcam">Webcams</a> and <a href="/wiki/Webcasting" class="mw-redirect" title="Webcasting">webcasting</a> have enabled the creation of <a href="/wiki/Distance_education" title="Distance education">virtual classrooms</a> and <a href="/wiki/Virtual_learning_environment" class="mw-redirect" title="Virtual learning environment">virtual learning environments</a>.<a href="#cite_note-115">[115]</a> Webcams are also being used to counter plagiarism and other forms of academic dishonesty that might occur in an e-learning environment. <div class="mw-heading mw-heading3"><h3 id="Computers,_tablets,_and_mobile_devices">Computers, tablets, and mobile devices</h3>[<a href="/w/index.php?title=Educational_technology&action=edit&section=15" title="Edit section: Computers, tablets, and mobile devices">edit</a>]</div> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:Students_working_on_class_assignment_in_computer_lab.jpg" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/c/c8/Students_working_on_class_assignment_in_computer_lab.jpg/220px-Students_working_on_class_assignment_in_computer_lab.jpg" decoding="async" width="220" height="165" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/c/c8/Students_working_on_class_assignment_in_computer_lab.jpg/330px-Students_working_on_class_assignment_in_computer_lab.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/c/c8/Students_working_on_class_assignment_in_computer_lab.jpg/440px-Students_working_on_class_assignment_in_computer_lab.jpg 2x" data-file-width="1280" data-file-height="960" /></a><figcaption>Teaching and learning online</figcaption></figure> <a href="/wiki/Collaborative_learning" title="Collaborative learning">Collaborative learning</a> is a group-based learning approach in which learners are mutually engaged in a coordinated fashion to achieve a learning goal or complete a learning task. With recent developments in smartphone technology, the processing powers and storage capabilities of modern mobiles allow for advanced development and the use of apps. Many app developers and education experts have been exploring smartphone and tablet apps as a medium for collaborative learning. Computers and tablets enable learners and educators to access websites as well as applications. Many mobile devices support <a href="/wiki/M-learning" title="M-learning">m-learning</a>.<a href="#cite_note-116">[116]</a> Mobile devices such as <a href="/wiki/Clicker_(classroom)" class="mw-redirect" title="Clicker (classroom)">clickers</a> and <a href="/wiki/Smartphone" title="Smartphone">smartphones</a> can be used for interactive <a href="/wiki/Audience_response" title="Audience response">audience response</a> feedback.<a href="#cite_note-117">[117]</a> Mobile learning can provide performance support for checking the time, setting reminders, retrieving worksheets, and instruction manuals.<a href="#cite_note-Terras-118">[118]</a><a href="#cite_note-119">[119]</a> Such devices as <a href="/wiki/IPad" title="IPad">iPads</a> are used for helping disabled (visually impaired or with multiple disabilities) children in communication development as well as in improving physiological activity, according to the stimulation Practice Report.<a href="#cite_note-120">[120]</a> Studies in <a href="/wiki/Preschool" title="Preschool">pre-school</a> (early learning), <a href="/wiki/Primary_education" title="Primary education">primary</a> and <a href="/wiki/Secondary_education" title="Secondary education">secondary education</a> have explored how digital devices are used to enable effective learning outcomes, and create systems that can support teachers.<a href="#cite_note-:8-121">[121]</a> Digital technology can improve teaching and learning by motivating students with engaging, interactive, and fun learning environments. These online interactions enable further opportunities to develop <a href="/wiki/Digital_literacy" title="Digital literacy">digital literacy</a>, <a href="/wiki/21st_century_skills" title="21st century skills">21st century skills</a>, and <a href="/wiki/Digital_citizen" title="Digital citizen">digital citizenship</a>.<a href="#cite_note-:8-121">[121]</a> <div class="mw-heading mw-heading3"><h3 id="Single-board_computers_and_Internet_of_Things">Single-board computers and Internet of Things</h3>[<a href="/w/index.php?title=Educational_technology&action=edit&section=16" title="Edit section: Single-board computers and Internet of Things">edit</a>]</div> Embedded single-board computers and microcontrollers such as <a href="/wiki/Raspberry_Pi" title="Raspberry Pi">Raspberry Pi</a>, <a href="/wiki/Arduino" title="Arduino">Arduino</a> and <a href="/wiki/BeagleBone" class="mw-redirect" title="BeagleBone">BeagleBone</a> are easy to program, some can run Linux and connect to devices such as sensors, displays, LEDs and robotics. These are cost effective computing devices ideal for learning programming, which work with cloud computing and the Internet of Things. The Internet of things refers to a type of network to connect anything with the Internet-based on stipulated protocols through information sensing equipment to conduct information exchange and communications to achieve smart recognitions, positioning, tracking, monitoring, and administration.<a href="#cite_note-122">[122]</a> These devices are part of a <a href="/wiki/Maker_culture" title="Maker culture">Maker culture</a> that embraces tinkering with electronics and programming to achieve software and hardware solutions. The Maker Culture means there is a huge amount of training and support available.<a href="#cite_note-123">[123]</a> <div class="mw-heading mw-heading3"><h3 id="Collaborative_and_social_learning">Collaborative and social learning</h3>[<a href="/w/index.php?title=Educational_technology&action=edit&section=17" title="Edit section: Collaborative and social learning">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Further information: <a href="/wiki/Social_media_in_education" title="Social media in education">Social media in education</a></div> Group webpages, <a href="/wiki/Blog" title="Blog">blogs</a>, <a href="/wiki/Wiki" title="Wiki">wikis</a>, and <a href="/wiki/Twitter" title="Twitter">Twitter</a> allow learners and educators to post thoughts, ideas, and comments on a website in an interactive learning environment.<a href="#cite_note-Courts,_B._2012-124">[124]</a><a href="#cite_note-125">[125]</a> <a href="/wiki/Social_networking" class="mw-redirect" title="Social networking">Social networking</a> sites are virtual communities for people interested in a particular subject to communicate by voice, chat, instant message, video conference, or blogs.<a href="#cite_note-126">[126]</a> The National School Boards Association found that 96% of students with online access have used social networking technologies and more than 50% talk online about schoolwork. Social networking encourages collaboration and engagement<a href="#cite_note-127">[127]</a> and can be a motivational tool for <a href="/wiki/Self-efficacy" title="Self-efficacy">self-efficacy</a> amongst students.<a href="#cite_note-128">[128]</a> <div class="mw-heading mw-heading3"><h3 id="Whiteboards">Whiteboards</h3>[<a href="/w/index.php?title=Educational_technology&action=edit&section=18" title="Edit section: Whiteboards">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main articles: <a href="/wiki/Whiteboard" title="Whiteboard">Whiteboard</a> and <a href="/wiki/Interactive_whiteboard" title="Interactive whiteboard">Interactive whiteboard</a></div> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:Combo_whiteboard_and_bulletin_board.JPG" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/2/20/Combo_whiteboard_and_bulletin_board.JPG/220px-Combo_whiteboard_and_bulletin_board.JPG" decoding="async" width="220" height="165" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/2/20/Combo_whiteboard_and_bulletin_board.JPG/330px-Combo_whiteboard_and_bulletin_board.JPG 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/2/20/Combo_whiteboard_and_bulletin_board.JPG/440px-Combo_whiteboard_and_bulletin_board.JPG 2x" data-file-width="2048" data-file-height="1536" /></a><figcaption>Combination whiteboard and <a href="/wiki/Bulletin_board" title="Bulletin board">bulletin board</a></figcaption></figure> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:Interactive_whiteboard_at_CeBIT_2007.jpg" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/a/a2/Interactive_whiteboard_at_CeBIT_2007.jpg/220px-Interactive_whiteboard_at_CeBIT_2007.jpg" decoding="async" width="220" height="165" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/a/a2/Interactive_whiteboard_at_CeBIT_2007.jpg/330px-Interactive_whiteboard_at_CeBIT_2007.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/a/a2/Interactive_whiteboard_at_CeBIT_2007.jpg/440px-Interactive_whiteboard_at_CeBIT_2007.jpg 2x" data-file-width="800" data-file-height="600" /></a><figcaption>Interactive whiteboard in 2007</figcaption></figure> There are three types of whiteboards.<a href="#cite_note-Carpenter-129">[129]</a> The initial <a href="/wiki/Whiteboard" title="Whiteboard">whiteboards</a>, analogous to <a href="/wiki/Blackboard" title="Blackboard">blackboards</a>, date from the late 1950s. The term whiteboard is also used metaphorically to refer to virtual whiteboards in which computer software applications simulate whiteboards by allowing writing or drawing. This is a common feature of <a href="/wiki/Groupware" class="mw-redirect" title="Groupware">groupware</a> for virtual meetings, collaboration, and instant messaging. <a href="/wiki/Interactive_whiteboard" title="Interactive whiteboard">Interactive whiteboards</a> allow learners and instructors to write on the touch screen. The screen markup can be on either a blank whiteboard or any computer screen content. Depending on permission settings, this visual learning can be interactive and participatory, including writing and manipulating images on the interactive whiteboard.<a href="#cite_note-Carpenter-129">[129]</a> <div class="mw-heading mw-heading3"><h3 id="Virtual_classroom">Virtual classroom</h3>[<a href="/w/index.php?title=Educational_technology&action=edit&section=19" title="Edit section: Virtual classroom">edit</a>]</div> <style data-mw-deduplicate="TemplateStyles:r1251242444">.mw-parser-output .ambox{border:1px solid #a2a9b1;border-left:10px solid #36c;background-color:#fbfbfb;box-sizing:border-box}.mw-parser-output .ambox+link+.ambox,.mw-parser-output .ambox+link+style+.ambox,.mw-parser-output .ambox+link+link+.ambox,.mw-parser-output .ambox+.mw-empty-elt+link+.ambox,.mw-parser-output .ambox+.mw-empty-elt+link+style+.ambox,.mw-parser-output .ambox+.mw-empty-elt+link+link+.ambox{margin-top:-1px}html body.mediawiki .mw-parser-output .ambox.mbox-small-left{margin:4px 1em 4px 0;overflow:hidden;width:238px;border-collapse:collapse;font-size:88%;line-height:1.25em}.mw-parser-output .ambox-speedy{border-left:10px solid #b32424;background-color:#fee7e6}.mw-parser-output .ambox-delete{border-left:10px solid #b32424}.mw-parser-output .ambox-content{border-left:10px solid #f28500}.mw-parser-output .ambox-style{border-left:10px solid #fc3}.mw-parser-output .ambox-move{border-left:10px solid #9932cc}.mw-parser-output .ambox-protection{border-left:10px solid #a2a9b1}.mw-parser-output .ambox .mbox-text{border:none;padding:0.25em 0.5em;width:100%}.mw-parser-output .ambox .mbox-image{border:none;padding:2px 0 2px 0.5em;text-align:center}.mw-parser-output .ambox .mbox-imageright{border:none;padding:2px 0.5em 2px 0;text-align:center}.mw-parser-output .ambox .mbox-empty-cell{border:none;padding:0;width:1px}.mw-parser-output .ambox .mbox-image-div{width:52px}@media(min-width:720px){.mw-parser-output .ambox{margin:0 10%}}@media print{body.ns-0 .mw-parser-output .ambox{display:none!important}}</style><table class="box-More_citations_needed_section plainlinks metadata ambox ambox-content ambox-Refimprove" role="presentation"><tbody><tr><td class="mbox-image"><div class="mbox-image-div"><a href="/wiki/File:Question_book-new.svg" class="mw-file-description"><img alt="" src="//upload.wikimedia.org/wikipedia/en/thumb/9/99/Question_book-new.svg/50px-Question_book-new.svg.png" decoding="async" width="50" height="39" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/en/thumb/9/99/Question_book-new.svg/75px-Question_book-new.svg.png 1.5x, //upload.wikimedia.org/wikipedia/en/thumb/9/99/Question_book-new.svg/100px-Question_book-new.svg.png 2x" data-file-width="512" data-file-height="399" /></a></div></td><td class="mbox-text"><div class="mbox-text-span">This section needs additional citations for <a href="/wiki/Wikipedia:Verifiability" title="Wikipedia:Verifiability">verification</a>. Please help <a href="/wiki/Special:EditPage/Educational_technology" title="Special:EditPage/Educational technology">improve this article</a> by <a href="/wiki/Help:Referencing_for_beginners" title="Help:Referencing for beginners">adding citations to reliable sources</a> in this section. Unsourced material may be challenged and removed. (March 2019) (<a href="/wiki/Help:Maintenance_template_removal" title="Help:Maintenance template removal">Learn how and when to remove this message</a>)</div></td></tr></tbody></table><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main articles: <a href="/wiki/Virtual_Learning_Environment" class="mw-redirect" title="Virtual Learning Environment">Virtual Learning Environment</a> and <a href="/wiki/MUVE" class="mw-redirect" title="MUVE">MUVE</a></div> A <a href="/wiki/Virtual_learning_environment" class="mw-redirect" title="Virtual learning environment">virtual learning environment</a> (VLE), also known as a learning platform, simulates a virtual classroom or meeting by simultaneously mixing several communication technologies.<a href="#cite_note-130">[130]</a><a href="/wiki/Web_conferencing" title="Web conferencing">Web conferencing</a> software enables students and instructors to communicate with each other via webcam, microphone, and real-time chatting in a group setting. Participants can raise their hands, answer polls, or take tests. Students can whiteboard and screencast when given rights by the instructor, who sets permission levels for text notes, microphone rights, and mouse control.<a href="#cite_note-131">[131]</a> A <a href="/wiki/Virtual_school" class="mw-redirect" title="Virtual school">virtual classroom</a> provides an opportunity for students to receive direct instruction from a qualified teacher in an interactive environment.<a href="#cite_note-132">[132]</a> Learners can have direct and immediate access to their instructor for instant feedback and direction. The virtual classroom provides a structured schedule of classes, which can be helpful for students who may find the freedom of asynchronous learning to be overwhelming. Besides, the virtual classroom provides a social learning environment that replicates the traditional "brick and mortar" classroom.<a href="#cite_note-133">[133]</a> Most virtual classroom applications provide a recording feature. Each class is recorded and stored on a <a href="/wiki/Server_(computing)" title="Server (computing)">server</a>, which allows for instant playback of any class over the course of the school year. This can be extremely useful for students to retrieve missed material or review concepts for an upcoming exam. Parents and auditors have the conceptual ability to monitor any classroom to ensure that they are satisfied with the education the learner is receiving. In <a href="/wiki/Higher_education" class="mw-redirect" title="Higher education">higher education</a> especially, a <a href="/wiki/Virtual_learning_environment" class="mw-redirect" title="Virtual learning environment">virtual learning environment</a> (VLE) is sometimes combined with a <a href="/wiki/Management_information_system" title="Management information system">management information system</a> (MIS) to create a <a href="/wiki/Managed_learning_environment" class="mw-redirect" title="Managed learning environment">managed learning environment</a>, in which all aspects of a course are handled through a consistent user interface throughout the institution.<a href="#cite_note-134">[134]</a> Physical universities and newer online-only colleges offer to select <a href="/wiki/Academic_degree" title="Academic degree">academic degrees</a> and certificate programs via the Internet. Some programs require students to attend some <a href="/wiki/Campus" title="Campus">campus</a> classes or orientations, but many are delivered completely online. Several universities offer online student support services, such as online advising and registration, e-counseling, online textbook purchases, student governments, and student newspapers.<a href="#cite_note-135">[135]</a> Due to the <a href="/wiki/COVID-19_pandemic" title="COVID-19 pandemic">COVID-19 pandemic</a>, many schools have been forced to move online. As of April 2020, an estimated 90% of high-income countries are offering online learning, with only 25% of low-income countries offering the same.<a href="#cite_note-136">[136]</a> <div class="mw-heading mw-heading4"><h4 id="Augmented_reality">Augmented reality</h4>[<a href="/w/index.php?title=Educational_technology&action=edit&section=20" title="Edit section: Augmented reality">edit</a>]</div> Augmented reality (AR) provides students and teachers with the opportunity to create layers of digital information, including both virtual worlds and real-world elements, to interact in real-time. AR technology plays an important role in the future of the classroom where human -I co-orchestration takes place seamlessly.<a href="#cite_note-137">[137]</a> Students would switch between individual and collaborative learning dynamically, based on their own learning pace, while teachers, with the help of AR, monitor the classroom and provide necessary interventions in cases where computer systems are not yet designed to handle certain aspects. In this vision, the technology's role is to enhance, rather than replace, human teachers' capabilities. <div class="mw-heading mw-heading3"><h3 id="Learning_management_system">Learning management system</h3>[<a href="/w/index.php?title=Educational_technology&action=edit&section=21" title="Edit section: Learning management system">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Learning_management_system" title="Learning management system">Learning management system</a></div> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:Learning_Management_System.jpg" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/1/1c/Learning_Management_System.jpg/220px-Learning_Management_System.jpg" decoding="async" width="220" height="105" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/1/1c/Learning_Management_System.jpg/330px-Learning_Management_System.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/1/1c/Learning_Management_System.jpg/440px-Learning_Management_System.jpg 2x" data-file-width="900" data-file-height="431" /></a><figcaption>Learning management system</figcaption></figure> A <a href="/wiki/Learning_management_system" title="Learning management system">learning management system</a> (LMS) is software used for delivering, tracking, and managing training and education. It tracks data about attendance, time on task, and student progress. Educators can post announcements, grade assignments, check on course activities, and participate in class discussions. Students can submit their work, read and respond to discussion questions, and take quizzes.<a href="#cite_note-Courts,_B._2012-124">[124]</a> An LMS may allow teachers, administrators, and students, and permitted additional parties (such as parents, if appropriate) to track various metrics. LMSs range from systems for managing training/educational records to software for distributing courses over the Internet and offering features for online collaboration. The creation and maintenance of comprehensive learning content require substantial initial and ongoing investments in human labor. Effective translation into other languages and cultural contexts requires even more investment by knowledgeable personnel.<a href="#cite_note-tarasowa-2013-csedu-138">[138]</a> Internet-based <a href="/wiki/Learning_management_systems" class="mw-redirect" title="Learning management systems">learning management systems</a> include <a href="/wiki/Canvas_Network" class="mw-redirect" title="Canvas Network">Canvas</a>, <a href="/wiki/Blackboard_Inc." class="mw-redirect" title="Blackboard Inc.">Blackboard Inc.</a> and <a href="/wiki/Moodle" title="Moodle">Moodle</a>. These types of LMS allow educators to run a learning system partially or fully online, <a href="/wiki/Asynchronous_learning" title="Asynchronous learning">asynchronously</a> or <a href="/wiki/Synchronous" class="mw-redirect" title="Synchronous">synchronously</a>. Learning Management Systems also offers a non-linear presentation of content and curricular goals, giving students the choice of pace and order of information learned.<a href="#cite_note-:4-23">[23]</a> Blackboard can be used for K-12 education, Higher Education, Business, and Government collaboration.<a href="#cite_note-139">[139]</a> <a href="/wiki/Moodle" title="Moodle">Moodle</a> is a free-to-download Open Source Course Management System that provides blended learning opportunities as well as platforms for <a href="/wiki/Distance_learning" class="mw-redirect" title="Distance learning">distance learning</a> courses.<a href="#cite_note-140">[140]</a> <div class="mw-heading mw-heading4"><h4 id="Learning_content_management_system">Learning content management system</h4>[<a href="/w/index.php?title=Educational_technology&action=edit&section=22" title="Edit section: Learning content management system">edit</a>]</div> A <a href="/wiki/Learning_content_management_system" class="mw-redirect" title="Learning content management system">learning content management system</a> (LCMS) is software for author content (courses, reusable content objects). An LCMS may be solely dedicated to producing and publishing content that is hosted on an LMS, or it can host the content itself. The <a href="/wiki/Aviation_Industry_Computer-Based_Training_Committee" title="Aviation Industry Computer-Based Training Committee">Aviation Industry Computer-Based Training Committee</a> (AICC) specification provides support for content that is hosted separately from the LMS. A recent trend in LCMSs is to address this issue through <a href="/wiki/Crowdsourcing" title="Crowdsourcing">crowdsourcing</a> (cf.<a href="/wiki/SlideWiki" title="SlideWiki">SlideWiki</a><a href="#cite_note-141">[141]</a>). <div class="mw-heading mw-heading4"><h4 id="Computer-aided_assessment">Computer-aided assessment</h4>[<a href="/w/index.php?title=Educational_technology&action=edit&section=23" title="Edit section: Computer-aided assessment">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1251242444"><table class="box-Unreferenced_section plainlinks metadata ambox ambox-content ambox-Unreferenced" role="presentation"><tbody><tr><td class="mbox-image"><div class="mbox-image-div"><a href="/wiki/File:Question_book-new.svg" class="mw-file-description"><img alt="" src="//upload.wikimedia.org/wikipedia/en/thumb/9/99/Question_book-new.svg/50px-Question_book-new.svg.png" decoding="async" width="50" height="39" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/en/thumb/9/99/Question_book-new.svg/75px-Question_book-new.svg.png 1.5x, //upload.wikimedia.org/wikipedia/en/thumb/9/99/Question_book-new.svg/100px-Question_book-new.svg.png 2x" data-file-width="512" data-file-height="399" /></a></div></td><td class="mbox-text"><div class="mbox-text-span">This section does not <a href="/wiki/Wikipedia:Citing_sources" title="Wikipedia:Citing sources">cite</a> any <a href="/wiki/Wikipedia:Verifiability" title="Wikipedia:Verifiability">sources</a>. Please help <a href="/wiki/Special:EditPage/Educational_technology" title="Special:EditPage/Educational technology">improve this section</a> by <a href="/wiki/Help:Referencing_for_beginners" title="Help:Referencing for beginners">adding citations to reliable sources</a>. Unsourced material may be challenged and <a href="/wiki/Wikipedia:Verifiability#Burden_of_evidence" title="Wikipedia:Verifiability">removed</a>. (March 2019) (<a href="/wiki/Help:Maintenance_template_removal" title="Help:Maintenance template removal">Learn how and when to remove this message</a>)</div></td></tr></tbody></table> <a href="/wiki/Computer-aided_assessment" title="Computer-aided assessment">Computer-aided assessment</a> (<a href="/wiki/E-assessment" class="mw-redirect" title="E-assessment">e-assessment</a>) ranges from automated multiple-choice tests to more sophisticated systems. With some systems, feedback can be geared towards a student's specific mistakes, or the computer can navigate the student through a series of questions adapting to what the student appears to have learned or not learned. <a href="/wiki/Formative_assessment" title="Formative assessment">Formative assessment</a> sifts out the incorrect answers, and these questions are then explained by the teacher. The learner then practices with slight variations of the sifted-out questions.<a href="#cite_note-142">[142]</a> The process is completed by <a href="/wiki/Summative_assessment" title="Summative assessment">summative assessment</a> using a new set of questions that only cover the topics previously taught. <div class="mw-heading mw-heading4"><h4 id="Training_management_system">Training management system</h4>[<a href="/w/index.php?title=Educational_technology&action=edit&section=24" title="Edit section: Training management system">edit</a>]</div> A <a href="/wiki/Training_management_system" title="Training management system">training management system</a> or training resource management system is software designed to optimize instructor-led training management. Similar to an <a href="/wiki/Enterprise_resource_planning" title="Enterprise resource planning">enterprise resource planning</a> (ERP), it is a <a href="/wiki/Back_office" title="Back office">back office</a> tool that aims at streamlining every aspect of the training process: planning (training plan and budget forecasting), logistics (scheduling and resource management), financials (cost tracking, profitability), reporting, and sales for-profit training providers.<a href="#cite_note-143">[143]</a> A training management system can be used to schedule instructors, venues, and equipment through graphical agendas, optimize resource utilization, create a training plan and track remaining budgets, generate reports and share data between different teams. While training management systems focus on managing <a href="/wiki/Instructor-led_training" title="Instructor-led training">instructor-led training</a>, they can complete an LMS. In this situation, an LMS will manage e-learning delivery and assessment, while a training management system will manage ILT and back-office budget planning, logistics, and reporting.<a href="#cite_note-144">[144]</a> <div class="mw-heading mw-heading2"><h2 id="Standards_and_ecosystem">Standards and ecosystem</h2>[<a href="/w/index.php?title=Educational_technology&action=edit&section=25" title="Edit section: Standards and ecosystem">edit</a>]</div> <div class="mw-heading mw-heading3"><h3 id="Learning_objects">Learning objects</h3>[<a href="/w/index.php?title=Educational_technology&action=edit&section=26" title="Edit section: Learning objects">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Learning_object" title="Learning object">Learning object</a></div> <div class="mw-heading mw-heading3"><h3 id="Content">Content</h3>[<a href="/w/index.php?title=Educational_technology&action=edit&section=27" title="Edit section: Content">edit</a>]</div> Content and design architecture issues include <a href="/wiki/Pedagogy" title="Pedagogy">pedagogy</a> and <a href="/wiki/Learning_object" title="Learning object">learning object</a> re-use. One approach looks at five aspects:<a href="#cite_note-145">[145]</a> <ul><li>Fact – unique data (e.g. symbols for Excel formula, or the parts that make up a <a href="/wiki/Educational_aims_and_objectives" title="Educational aims and objectives">learning objective</a>)</li> <li>Concept – a category that includes multiple examples (e.g. Excel formulas, or the various types/theories of <a href="/wiki/Instructional_design" title="Instructional design">instructional design</a>)</li> <li>Process – a flow of events or activities (e.g. how a spreadsheet works, or the five phases in ADDIE)</li> <li>Procedure – step-by-step task (e.g. entering a formula into a spreadsheet or the steps that should be followed within a phase in ADDIE)</li> <li>Strategic principle – a task performed by adapting guidelines (e.g. doing a financial projection in a spreadsheet, or using a framework for designing learning environments)</li></ul> <div class="mw-heading mw-heading4"><h4 id="Pedagogical_elements">Pedagogical elements</h4>[<a href="/w/index.php?title=Educational_technology&action=edit&section=28" title="Edit section: Pedagogical elements">edit</a>]</div> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:Human_respiratory_system_pedagogical_fr.svg" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/e/ef/Human_respiratory_system_pedagogical_fr.svg/220px-Human_respiratory_system_pedagogical_fr.svg.png" decoding="async" width="220" height="253" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/e/ef/Human_respiratory_system_pedagogical_fr.svg/330px-Human_respiratory_system_pedagogical_fr.svg.png 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/e/ef/Human_respiratory_system_pedagogical_fr.svg/440px-Human_respiratory_system_pedagogical_fr.svg.png 2x" data-file-width="802" data-file-height="924" /></a><figcaption>Human respiratory system pedagogical</figcaption></figure> Pedagogical elements are defined as structures or units of educational material. They are the educational content that is to be delivered. These units are independent of format, meaning that although the unit may be delivered in various ways, the pedagogical structures themselves are not the textbook, web page, <a href="/wiki/Videoconferencing" class="mw-redirect" title="Videoconferencing">video conference</a>, <a href="/wiki/Podcast" title="Podcast">Podcast</a>, lesson, assignment, multiple-choice question, quiz, discussion group or a case study, all of which are possible methods of delivery. <div class="mw-heading mw-heading3"><h3 id="Learning_objects_standards">Learning objects standards</h3>[<a href="/w/index.php?title=Educational_technology&action=edit&section=29" title="Edit section: Learning objects standards">edit</a>]</div> Much effort has been put into the technical reuse of electronically based teaching materials and, in particular, creating or re-using <a href="/wiki/Learning_object" title="Learning object">learning objects</a>. These are self-contained units that are properly tagged with keywords, or other <a href="/wiki/Metadata_(computing)" class="mw-redirect" title="Metadata (computing)">metadata</a>, and often stored in an <a href="/wiki/XML" title="XML">XML</a> file format. Creating a course requires putting together a sequence of learning objects. There are both proprietary and open, non-commercial and commercial, peer-reviewed repositories of learning objects such as the Merlot repository. <a href="/wiki/Sharable_Content_Object_Reference_Model" title="Sharable Content Object Reference Model">Sharable Content Object Reference Model</a> (SCORM) is a collection of standards and specifications that applies to certain web-based e-learning. Other specifications, such as <a href="/wiki/Schools_Interoperability_Framework" title="Schools Interoperability Framework">Schools Interoperability Framework</a>, allow for the transporting of <a href="/wiki/Learning_object" title="Learning object">learning objects</a>, or for categorizing metadata (<a href="/wiki/Learning_object_metadata" title="Learning object metadata">LOM</a>). <div class="mw-heading mw-heading3"><h3 id="Artificial_intelligence">Artificial intelligence</h3>[<a href="/w/index.php?title=Educational_technology&action=edit&section=30" title="Edit section: Artificial intelligence">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Artificial_intelligence" title="Artificial intelligence">Artificial intelligence</a></div> The academic study and development of artificial intelligence can be <a href="/wiki/History_of_artificial_intelligence" title="History of artificial intelligence">dated to at least 1956</a> when <a href="/wiki/Cognitive_science" title="Cognitive science">cognitive scientists</a> began to investigate thought and learning processes in humans and machines. The earliest uses of AI in education can be traced to the development of <a href="/wiki/Intelligent_tutoring_system" title="Intelligent tutoring system">intelligent tutoring systems</a> (ITS) and their application in enhancing educational experiences.<a href="#cite_note-146">[146]</a> They are designed to provide immediate and personalized feedback to students.<a href="#cite_note-:02-147">[147]</a> The incentive to develop ITS comes from educational studies showing that individual tutoring is much more effective than group teaching,<a href="#cite_note-148">[148]</a><a href="#cite_note-149">[149]</a> in addition to the need for promoting learning on a larger scale. Over the years, a combination of Cognitive science and data-driven techniques have greatly enhanced the capabilities of ITS, allowing it to model a wide range of students' characteristics, such as knowledge,<a href="#cite_note-150">[150]</a> affect,<a href="#cite_note-151">[151]</a> off-task behavior,<a href="#cite_note-152">[152]</a> and wheel spinning.<a href="#cite_note-153">[153]</a> There is ample evidence that ITS are highly effective in helping students learn.<a href="#cite_note-154">[154]</a> ITS can be used to keep students in the <a href="/wiki/Zone_of_proximal_development" title="Zone of proximal development">zone of proximal development</a> (ZPD): the space wherein students may learn with guidance. Such systems can guide students through tasks slightly above their ability level.<a href="#cite_note-155">[155]</a> <a href="/wiki/Generative_artificial_intelligence" title="Generative artificial intelligence">Generative Artificial Intelligence</a> (GenAI) emerged with the introduction of <a href="/wiki/ChatGPT" title="ChatGPT">ChatGPT</a> in November 2022.<a href="#cite_note-:13-156">[156]</a> This caused alarm among K-12 and higher education institutions,<a href="#cite_note-157">[157]</a> with a few large school districts quickly banning GenAI,<a href="#cite_note-158">[158]</a> due to concerns about potential <a href="/wiki/Academic_dishonesty" title="Academic dishonesty">academic misconduct</a>.<a href="#cite_note-159">[159]</a> However, as the debate developed,<a href="#cite_note-160">[160]</a> these bans were largely reversed within a few months.<a href="#cite_note-161">[161]</a> To combat academic misconduct, <a href="/wiki/Artificial_intelligence_content_detection" title="Artificial intelligence content detection">detection tools</a> have been developed.<a href="#cite_note-162">[162]</a><a href="#cite_note-163">[163]</a> There have been various use cases in education, including providing personalized feedback, brainstorming classroom activities, support for students with special needs, streamlining administrative tasks, and simplifying assessment processes.<a href="#cite_note-164">[164]</a> However, there are concerns that GenAI's can output incorrect information, also known as <a href="/wiki/Hallucination_(artificial_intelligence)" title="Hallucination (artificial intelligence)">hallucination</a>.<a href="#cite_note-:13-156">[156]</a> The results from GenAI can also be biased,<a href="#cite_note-:22-165">[165]</a> leading to calls for transparency regarding the data used to train GenAI models and their use.<a href="#cite_note-:13-156">[156]</a><a href="#cite_note-166">[166]</a> Providing professional development for teachers and developing policies and regulations can help mitigate the <a href="/wiki/Ethics_of_artificial_intelligence" title="Ethics of artificial intelligence">ethical concerns of GenAI</a>.<a href="#cite_note-:13-156">[156]</a><a href="#cite_note-:22-165">[165]</a> And while AI systems can provide individualized instruction and adaptive feedback to students, they have the potential to impact students' well-being and sense of classroom community. <div class="mw-heading mw-heading2"><h2 id="Settings_and_sectors">Settings and sectors</h2>[<a href="/w/index.php?title=Educational_technology&action=edit&section=31" title="Edit section: Settings and sectors">edit</a>]</div> <div class="mw-heading mw-heading3"><h3 id="Preschool">Preschool</h3>[<a href="/w/index.php?title=Educational_technology&action=edit&section=32" title="Edit section: Preschool">edit</a>]</div> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:Preschool_Class.jpg" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/c/c9/Preschool_Class.jpg/220px-Preschool_Class.jpg" decoding="async" width="220" height="165" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/c/c9/Preschool_Class.jpg/330px-Preschool_Class.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/c/c9/Preschool_Class.jpg/440px-Preschool_Class.jpg 2x" data-file-width="1024" data-file-height="768" /></a><figcaption>Preschool class</figcaption></figure> Various forms of electronic media can be a feature of preschool life.<a href="#cite_note-Rideout-167">[167]</a> Although parents report a positive experience, the impact of such use has not been systematically assessed.<a href="#cite_note-Rideout-167">[167]</a> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:Preschool_activity_130523-Z-WA217-031.jpg" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/c/c2/Preschool_activity_130523-Z-WA217-031.jpg/220px-Preschool_activity_130523-Z-WA217-031.jpg" decoding="async" width="220" height="146" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/c/c2/Preschool_activity_130523-Z-WA217-031.jpg/330px-Preschool_activity_130523-Z-WA217-031.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/c/c2/Preschool_activity_130523-Z-WA217-031.jpg/440px-Preschool_activity_130523-Z-WA217-031.jpg 2x" data-file-width="4288" data-file-height="2848" /></a><figcaption>Preschool activity</figcaption></figure> The age when a given child might start using a particular technology, such as a cellphone or computer, might depend on matching a technological resource to the recipient's developmental capabilities, such as the age-anticipated stages labeled by Swiss psychologist, <a href="/wiki/Jean_Piaget" title="Jean Piaget">Jean Piaget</a>.<a href="#cite_note-168">[168]</a> Parameters, such as age-appropriateness, coherence with sought-after values, and concurrent entertainment and educational aspects, have been suggested for choosing media.<a href="#cite_note-169">[169]</a> At the preschool level, technology can be introduced in several ways. At the most basic is the use of computers, tablets, and audio and video resources in classrooms.<a href="#cite_note-170">[170]</a> Additionally, there are many resources available for parents and educators to introduce technology to young children or to use technology to augment lessons and enhance learning. Some options that are age-appropriate are video- or audio-recording of their creations, introducing them to the use of the internet through browsing age-appropriate websites, providing assistive technology to allow disabled children to participate with the rest of their peers,<a href="#cite_note-171">[171]</a> educational apps, electronic books, and educational videos.<a href="#cite_note-earlychildhoodteacher.org-172">[172]</a> There are many free and paid educational website and apps that are directly targeting the educational needs of preschool children. These include Starfall, ABC mouse,<a href="#cite_note-earlychildhoodteacher.org-172">[172]</a> PBS Kids Video, Teach me, and Montessori crosswords.<a href="#cite_note-173">[173]</a> Educational technology in the form of electronic books [109] offer preschool children the option to store and retrieve several books on one device, thus bringing together the traditional action of reading along with the use of educational technology. Educational technology is also thought to improve hand-eye coordination, language skills, visual attention, and motivation to complete educational tasks, and allows children to experience things they otherwise would not.<a href="#cite_note-:8-121">[121]</a> There are several keys to making the most educational use of introducing technology at the preschool level: technology must be used appropriately, should allow access to learning opportunities, should include the interaction of parents and other adults with the preschool children, and should be developmentally appropriate.<a href="#cite_note-tech.ed.gov-174">[174]</a> Allowing access to learning opportunities especially for allowing disabled children to have access to learning opportunities, giving bilingual children the opportunity to communicate and learn in more than one language, bringing in more information about STEM subjects, and bringing in images of diversity that may be lacking in the child's immediate environment.<a href="#cite_note-tech.ed.gov-174">[174]</a> <a href="/wiki/Computer_programming" title="Computer programming">Coding</a> is also becoming part of the early learning curriculum and preschool-aged children can benefit from experiences that teach coding skills even in a screen-free way. There are activities and games that teach hands-on coding skills that prepare students for the coding concepts they will encounter and use in the future.<a href="#cite_note-:9-175">[175]</a> <a href="/wiki/Minecraft" title="Minecraft">Minecraft</a> and <a href="/wiki/Roblox" title="Roblox">Roblox</a> are two popular coding and programming apps being adopted by institutions that offer free or low-cost access.<a href="#cite_note-:9-175">[175]</a> <div class="mw-heading mw-heading3"><h3 id="Primary_and_secondary">Primary and secondary</h3>[<a href="/w/index.php?title=Educational_technology&action=edit&section=33" title="Edit section: Primary and secondary">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Primary_education" title="Primary education">Primary education</a></div> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:03212012Matitec_entrega_dispositivos_santafe083.jpg" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/d/db/03212012Matitec_entrega_dispositivos_santafe083.jpg/220px-03212012Matitec_entrega_dispositivos_santafe083.jpg" decoding="async" width="220" height="146" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/d/db/03212012Matitec_entrega_dispositivos_santafe083.jpg/330px-03212012Matitec_entrega_dispositivos_santafe083.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/d/db/03212012Matitec_entrega_dispositivos_santafe083.jpg/440px-03212012Matitec_entrega_dispositivos_santafe083.jpg 2x" data-file-width="2812" data-file-height="1872" /></a><figcaption>Teacher showing primary school students how to work a program at a primary school in <a href="/wiki/Santa_Fe,_Mexico_City" title="Santa Fe, Mexico City">Santa Fe, Mexico City</a></figcaption></figure> E-learning is utilized by public <a href="/wiki/K%E2%80%9312_(education)" class="mw-redirect" title="K–12 (education)">K–12</a> schools in the United States as well as private schools. Some e-learning environments take place in a traditional classroom; others allow students to attend classes from home or other locations. There are several states that are utilizing virtual school platforms for e-learning across the country which continue to increase. <a href="/wiki/Virtual_school" class="mw-redirect" title="Virtual school">Virtual school</a> enables students to log into <a href="/wiki/Synchronous_learning" title="Synchronous learning">synchronous learning</a> or <a href="/wiki/Asynchronous_learning" title="Asynchronous learning">asynchronous learning</a> courses anywhere there is an internet connection. <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:World_Vision_Higher_Secondary_College.-_Wikipedia_Education_Program_06.JPG" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/5/53/World_Vision_Higher_Secondary_College.-_Wikipedia_Education_Program_06.JPG/220px-World_Vision_Higher_Secondary_College.-_Wikipedia_Education_Program_06.JPG" decoding="async" width="220" height="147" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/5/53/World_Vision_Higher_Secondary_College.-_Wikipedia_Education_Program_06.JPG/330px-World_Vision_Higher_Secondary_College.-_Wikipedia_Education_Program_06.JPG 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/5/53/World_Vision_Higher_Secondary_College.-_Wikipedia_Education_Program_06.JPG/440px-World_Vision_Higher_Secondary_College.-_Wikipedia_Education_Program_06.JPG 2x" data-file-width="5184" data-file-height="3456" /></a><figcaption>World Vision Higher Secondary College - Wikipedia Education Program</figcaption></figure> E-learning is increasingly being utilized by students who may not want to go to traditional brick-and-mortar schools due to severe allergies or other medical issues, fear of <a href="/wiki/School_violence" title="School violence">school violence</a> and <a href="/wiki/School_bullying" title="School bullying">school bullying</a>, and students whose parents would like to homeschool but do not feel qualified.<a href="#cite_note-176">[176]</a> Online schools create a haven for students to receive a quality education while almost completely avoiding these common problems. Online charter schools also often are not limited by location, income level, or class size in the way brick and mortar charter schools are.<a href="#cite_note-177">[177]</a> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:Student_attending_online_class_in_Kerala.jpg" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/0/08/Student_attending_online_class_in_Kerala.jpg/220px-Student_attending_online_class_in_Kerala.jpg" decoding="async" width="220" height="165" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/0/08/Student_attending_online_class_in_Kerala.jpg/330px-Student_attending_online_class_in_Kerala.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/0/08/Student_attending_online_class_in_Kerala.jpg/440px-Student_attending_online_class_in_Kerala.jpg 2x" data-file-width="4000" data-file-height="3000" /></a><figcaption>A student attending online class in Kerala, India, <a href="/wiki/Impact_of_the_COVID-19_pandemic_on_education" title="Impact of the COVID-19 pandemic on education">during the COVID-19 pandemic</a></figcaption></figure> E-learning also has been rising as a supplement to the traditional classroom. Students with special talents or interests outside of the available curricula use e-learning to advance their skills or exceed grade restrictions.<a href="#cite_note-178">[178]</a> Some online institutions connect students with instructors via <a href="/wiki/Web_conferencing" title="Web conferencing">web conference</a> technology to form a digital classroom. National private schools are also available online. These provide the benefits of e-learning to students in states where charter online schools are not available. They also may allow students greater flexibility and exemption from state testing. Some of these schools are available at the high school level and offer college prep courses to students. Virtual education in <a href="/wiki/K-12_school" class="mw-redirect" title="K-12 school">K-12 schooling</a> often refers to <a href="/wiki/Virtual_school" class="mw-redirect" title="Virtual school">virtual schools</a>, and in higher education to <a href="/wiki/Virtual_university" class="mw-redirect" title="Virtual university">virtual universities</a>. <a href="/wiki/Virtual_school" class="mw-redirect" title="Virtual school">Virtual schools</a> are "cyber<a href="/wiki/Charter_school" title="Charter school">charter schools</a>"<a href="#cite_note-Cavanaugh-179">[179]</a> with innovative administrative models and course delivery technology.<a href="#cite_note-Cavanaugh-179">[179]</a> Education technology also seems to be an interesting method of engaging gifted youths that are under-stimulated in their current educational program.<a href="#cite_note-180">[180]</a> This can be achieved with <a href="/wiki/After-school_program" class="mw-redirect" title="After-school program">after-school programs</a> or even <a href="/w/index.php?title=Technologically-integrated_curricula&action=edit&redlink=1" class="new" title="Technologically-integrated curricula (page does not exist)">technologically-integrated curricula</a>, for example: <a href="/wiki/Virtual_reality" title="Virtual reality">Virtual reality</a> integrated courses (VRIC) can be developed for any course in order to give them such stimulation.<a href="#cite_note-181">[181]</a> <a href="/wiki/3D_printing" title="3D printing">3D printing</a> integrated courses (3dPIC) can also give youths the stimulation they need in their educational journey.<a href="#cite_note-182">[182]</a> <a href="/wiki/Universit%C3%A9_de_Montr%C3%A9al" title="Université de Montréal">Université de Montréal</a>'s Projet SEUR<a href="#cite_note-183">[183]</a> in collaboration with Collège Mont-Royal and <a href="/w/index.php?title=La_Variable&action=edit&redlink=1" class="new" title="La Variable (page does not exist)">La Variable</a> are heavily developing this field.<a href="#cite_note-184">[184]</a> <div class="mw-heading mw-heading3"><h3 id="Higher_education">Higher education</h3>[<a href="/w/index.php?title=Educational_technology&action=edit&section=34" title="Edit section: Higher education">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Online_learning_in_higher_education" title="Online learning in higher education">Online learning in higher education</a></div> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:Wikimedia_Taiwan_10_Anniversary_Conference_Combining_the_Education_and_Wikimedia_in_Taiwan_Taking_the_Higher_Education_as_an_Example_03.jpg" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/8/86/Wikimedia_Taiwan_10_Anniversary_Conference_Combining_the_Education_and_Wikimedia_in_Taiwan_Taking_the_Higher_Education_as_an_Example_03.jpg/220px-Wikimedia_Taiwan_10_Anniversary_Conference_Combining_the_Education_and_Wikimedia_in_Taiwan_Taking_the_Higher_Education_as_an_Example_03.jpg" decoding="async" width="220" height="165" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/8/86/Wikimedia_Taiwan_10_Anniversary_Conference_Combining_the_Education_and_Wikimedia_in_Taiwan_Taking_the_Higher_Education_as_an_Example_03.jpg/330px-Wikimedia_Taiwan_10_Anniversary_Conference_Combining_the_Education_and_Wikimedia_in_Taiwan_Taking_the_Higher_Education_as_an_Example_03.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/8/86/Wikimedia_Taiwan_10_Anniversary_Conference_Combining_the_Education_and_Wikimedia_in_Taiwan_Taking_the_Higher_Education_as_an_Example_03.jpg/440px-Wikimedia_Taiwan_10_Anniversary_Conference_Combining_the_Education_and_Wikimedia_in_Taiwan_Taking_the_Higher_Education_as_an_Example_03.jpg 2x" data-file-width="5184" data-file-height="3888" /></a><figcaption>Wikimedia Taiwan 10 Anniversary Conference Combining the Education and Wikimedia in Taiwan Taking the Higher Education as an Example</figcaption></figure> Online college course enrollment has seen a 29% increase in enrollment with nearly one-third of all college students, or an estimated 6.7 million students are currently enrolled in online classes.<a href="#cite_note-185">[185]</a><a href="#cite_note-186">[186]</a> In 2009, 44% of post-secondary students in the USA were taking some or all of their courses online, which was projected to rise to 81% by 2014.<a href="#cite_note-187">[187]</a> Although a large proportion of <a href="/wiki/For-profit" class="mw-redirect" title="For-profit">for-profit</a> higher education institutions now offer online classes, only about half of private, <a href="/wiki/Non-profit" class="mw-redirect" title="Non-profit">non-profit</a> schools do so. Private institutions may become more involved with online presentations as the costs decrease. Properly trained staff must also be hired to work with students online.<a href="#cite_note-188">[188]</a> These staff members need to understand the content area, and also be highly trained in the use of the computer and Internet. Online education is rapidly increasing, and online <a href="/wiki/Doctorate" title="Doctorate">doctoral programs</a> have even developed at leading research universities.<a href="#cite_note-189">[189]</a> Although <a href="/wiki/MOOCs" class="mw-redirect" title="MOOCs">massive open online courses</a> (MOOCs) may have limitations that preclude them from fully replacing college education,<a href="#cite_note-190">[190]</a> such programs have significantly expanded. <a href="/wiki/MIT" class="mw-redirect" title="MIT">MIT</a>, <a href="/wiki/Stanford" class="mw-redirect" title="Stanford">Stanford</a> and <a href="/wiki/Princeton_University" title="Princeton University">Princeton University</a> offer classes to a global audience, but not for college credit.<a href="#cite_note-191">[191]</a> University-level programs, like <a href="/wiki/EdX" title="EdX">edX</a> founded by <a href="/wiki/Massachusetts_Institute_of_Technology" title="Massachusetts Institute of Technology">Massachusetts Institute of Technology</a> and <a href="/wiki/Harvard_University" title="Harvard University">Harvard University</a>, offer a wide range of disciplines at no charge, while others permit students to audit a course at no charge but require a small fee for accreditation. MOOCs have not had a significant impact on higher education and declined after the initial expansion, but are expected to remain in some form.<a href="#cite_note-192">[192]</a> Lately, MOOCs are used by smaller universities to profile themselves with highly specialized courses for special-interest audiences, as for example in a course on technological privacy compliance.<a href="#cite_note-193">[193]</a> MOOCs have been observed to lose the majority of their initial course participants. In a study performed by Cornell and Stanford universities, student-drop-out rates from MOOCs have been attributed to student anonymity, the solitude of the learning experience, and to the lack of interaction with peers and with teachers.<a href="#cite_note-194">[194]</a> Effective student engagement measures that reduce drop-outs are forum interactions and virtual teacher or teaching assistant presence - measures which induce staff cost that grows with the number of participating students. <div class="mw-heading mw-heading3"><h3 id="Corporate_and_professional">Corporate and professional</h3>[<a href="/w/index.php?title=Educational_technology&action=edit&section=35" title="Edit section: Corporate and professional">edit</a>]</div> E-learning is being used by companies to deliver mandatory <a href="/wiki/Compliance_training" title="Compliance training">compliance training</a> and updates for <a href="/wiki/Regulatory_compliance" title="Regulatory compliance">regulatory compliance</a>, soft skills and IT skills training, <a href="/wiki/Continuing_professional_development" class="mw-redirect" title="Continuing professional development">continuing professional development</a> (CPD), and other valuable workplace skills.<a href="#cite_note-:10-195">[195]</a> Companies with spread out <a href="/wiki/Distribution_(business)" class="mw-redirect" title="Distribution (business)">distribution chains</a> use e-learning for delivering information about the latest <a href="/wiki/Product_development" class="mw-redirect" title="Product development">product developments</a>. Most corporate e-learning is asynchronous and delivered and managed via <a href="/wiki/Learning_management_system" title="Learning management system">learning management systems</a>.<a href="#cite_note-196">[196]</a> The big challenge in corporate e-learning is to engage the staff, especially on compliance topics for which periodic staff training is mandated by the law or regulations.<a href="#cite_note-:10-195">[195]</a> <div class="mw-heading mw-heading3"><h3 id="Government_and_public">Government and public</h3>[<a href="/w/index.php?title=Educational_technology&action=edit&section=36" title="Edit section: Government and public">edit</a>]</div> E-Learning and Educational Technology is used by governmental bodies to train staff and civil service. However, government agencies also have an interest in promoting digital technology use, and improving skills amongst the people they serve. Educational Technology has been used in such training provision. For example, in the UK, the Skills Bootcamp scheme aims to improve the skillset of general population through the use of educational technological training.<a href="#cite_note-197">[197]</a> Government agencies act to promote the use of Educational Technology in schools and by private enterprise. <div class="mw-heading mw-heading2"><h2 id="Benefits">Benefits</h2>[<a href="/w/index.php?title=Educational_technology&action=edit&section=37" title="Edit section: Benefits">edit</a>]</div> Effective technology use deploys multiple evidence-based strategies concurrently (e.g. adaptive content, frequent testing, immediate feedback, etc.), as do effective teachers.<a href="#cite_note-Ross,_S._2010-198">[198]</a> Using computers or other forms of technology can give students practice on core content and skills while the teacher can work with others, conduct assessments, or perform other tasks.<a href="#cite_note-Ross,_S._2010-198">[198]</a><a href="#cite_note-199">[199]</a> Through the use of educational technology, education is able to be individualized for each student allowing for better differentiation and allowing students to work for mastery at their own pace.<a href="#cite_note-200">[200]</a> Modern educational technology can improve access to education,<a href="#cite_note-CFP-201">[201]</a> including full degree programs.<a href="#cite_note-:11-202">[202]</a> It enables better integration for non-full-time students, particularly in continuing education,<a href="#cite_note-CFP-201">[201]</a> and improved interactions between students and instructors.<a href="#cite_note-Dalsgaard-203">[203]</a><a href="#cite_note-:11-202">[202]</a> Learning material can be used for long-distance learning and are accessible to a wider audience.<a href="#cite_note-204">[204]</a><a href="#cite_note-CFP-201">[201]</a> Course materials are easy to access.<a href="#cite_note-num1-205">[205]</a><a href="#cite_note-CFP-201">[201]</a> In 2010, 70.3% of American family households had access to the internet.<a href="#cite_note-206">[206]</a> In 2013, according to Canadian Radio-Television and Telecommunications Commission Canada, 79% of homes have access to the internet.<a href="#cite_note-207">[207]</a> Students can access and engage with numerous online resources at home. Using online resources can help students spend more time on specific aspects of what they may be learning in school but at home. Schools like the <a href="/wiki/Massachusetts_Institute_of_Technology" title="Massachusetts Institute of Technology">Massachusetts Institute of Technology</a> (MIT) have made certain course materials free online.<a href="#cite_note-208">[208]</a> Although some aspects of a classroom setting are missed by using these resources, they are helpful tools to add additional support to the educational system. The necessity to pay for transport to the educational facility is removed. Students appreciate the convenience of e-learning, but report greater engagement in face-to-face learning environments.<a href="#cite_note-209">[209]</a> Colleges and universities are working towards combating this issue by utilizing WEB 2.0 technologies as well as incorporating more mentorships between students and faculty members.<a href="#cite_note-210">[210]</a> According to James Kulik, who studies the effectiveness of computers used for instruction, students usually learn more in less time when receiving computer-based instruction, and they like classes more and develop more positive attitudes toward computers in computer-based classes. Students can independently solve problems.<a href="#cite_note-Dalsgaard-203">[203]</a> There are no intrinsic age-based restrictions on difficulty level, i.e. students can go at their own pace. Students editing their written work on word processors improve the quality of their writing. According to some studies, the students are better at critiquing and editing written work that is exchanged over a computer network with students they know.<a href="#cite_note-num1-205">[205]</a> Studies completed in "computer intensive" settings found increases in student-centric, cooperative, and higher-order learning, writing skills, problem-solving, and using technology.<a href="#cite_note-211">[211]</a> In addition, attitudes toward technology as a learning tool by parents, students, and teachers are also improved. Employers' acceptance of <a href="/wiki/Online_education" class="mw-redirect" title="Online education">online education</a> has risen over time.<a href="#cite_note-shrm.org-212">[212]</a> More than 50% of human resource managers <a href="/wiki/SHRM" class="mw-redirect" title="SHRM">SHRM</a> surveyed for an August 2010 report said that if two candidates with the same level of experience were applying for a job, it would not have any kind of effect whether the candidate's obtained degree was acquired through an online or a traditional school. Seventy-nine percent said they had employed a candidate with an online degree in the past 12 months. However, 66% said candidates who get degrees online were not seen as positively as job applicants with traditional degrees.<a href="#cite_note-shrm.org-212">[212]</a> The use of educational apps generally has a positive effect on learning. Pre- and post-tests have revealed that the use of educational apps on mobile devices reduces the achievement gap between struggling and average students.<a href="#cite_note-213">[213]</a> Some educational apps improve group work by allowing students to receive feedback on answers and promoting collaboration in solving problems. The benefits of app-assisted learning have been exhibited in all age groups. Kindergarten students that use iPads show much higher rates of literacy than non-users. Medical students at the University of California Irvine that utilized iPad academically have been reported to score 23% higher on national exams than in previous classes that did not. <div class="mw-heading mw-heading2"><h2 id="Disadvantages">Disadvantages</h2>[<a href="/w/index.php?title=Educational_technology&action=edit&section=38" title="Edit section: Disadvantages">edit</a>]</div> Globally, factors like change management, technology obsolescence, and vendor-developer partnership are major restraints that are hindering the growth of the Educational technology market.<a href="#cite_note-214">[214]</a> In the US, state and federal government increased funding, as well as private venture capital, has been flowing into the education sector. However, as of 2013<a class="external text" href="https://en.wikipedia.org/w/index.php?title=Educational_technology&action=edit">[update]</a>, none were looking at technology return on investment (ROI) to connect expenditures on technology with improved student outcomes.<a href="#cite_note-215">[215]</a> New technologies are frequently accompanied by unrealistic hype and promise regarding their transformative power to change education for the better or in allowing better educational opportunities to reach the masses. Examples include silent film, broadcast radio, and television, none of which have maintained much of a foothold in the daily practices of mainstream, formal education.<a href="#cite_note-216">[216]</a> Technology, in and of itself, does not necessarily result in fundamental improvements to educational practice.<a href="#cite_note-Lai_2008_215–230-217">[217]</a> The focus needs to be on the learner's interaction with technology—not the technology itself. It needs to be recognized as "ecological" rather than "additive" or "subtractive". In this ecological change, one significant change will create total change.<a href="#cite_note-Postman,_N._1992-218">[218]</a> According to Branford et al., "technology does not guarantee effective learning", and inappropriate use of technology can even hinder it.<a href="#cite_note-:4-23">[23]</a> A University of Washington study of infant vocabulary shows that it is slipping due to educational baby DVDs. Published in the <a href="/wiki/Journal_of_Pediatrics" class="mw-redirect" title="Journal of Pediatrics">Journal of Pediatrics</a>, a 2007 University of Washington study on the vocabulary of babies surveyed over 1,000 parents in Washington and Minnesota. The study found that for every hour that babies 8–16 months of age watched DVDs and videos, they knew 6-8 fewer of 90 common baby words than the babies that did not watch them. Andrew Meltzoff, a surveyor in this study, states that the result makes sense, that if the baby's "alert time" is spent in front of DVDs and TV, instead of with people speaking, the babies are not going to get the same linguistic experience. Dimitri Chistakis, another surveyor reported that the evidence is mounting that baby DVDs are of no value and may be harmful.<a href="#cite_note-219">[219]</a><a href="#cite_note-220">[220]</a><a href="#cite_note-221">[221]</a><a href="#cite_note-222">[222]</a> Adaptive instructional materials tailor questions to each student's ability and calculate their scores, but this encourages students to work individually rather than socially or collaboratively (Kruse, 2013). Social relationships are important, but high-tech environments may compromise the balance of trust, care, and respect between teacher and student.<a href="#cite_note-223">[223]</a> <a href="/wiki/Massively_open_online_course" class="mw-redirect" title="Massively open online course">Massively open online courses</a> (MOOCs), although quite popular in discussions of technology and education in developed countries (more so in the US), are not a major concern in most developing or low-income countries. One of the stated goals of MOOCs is to provide less fortunate populations (i.e., in developing countries) an opportunity to experience courses with US-style content and structure. However, research shows only 3% of the registrants are from low-income countries, and although many courses have thousands of registered students only 5-10% of them complete the course.<a href="#cite_note-224">[224]</a> This can be attributed to lack of staff support, course difficulty, and low levels of engagement with peers.<a href="#cite_note-225">[225]</a> MOOCs also implies that certain curriculum and teaching methods are superior, and this could eventually wash over (or possibly washing out) local educational institutions, cultural norms, and educational traditions.<a href="#cite_note-226">[226]</a> With the Internet and social media, using educational apps makes students highly susceptible to distraction and sidetracking. Even though proper use has been shown to increase student performance, being distracted would be detrimental. Another disadvantage is an increased potential for cheating.<a href="#cite_note-227">[227]</a> One method is done by creating multiple accounts to survey questions and gather information which can be assimilated so that the master account is able to fill in the correct answers. Smartphones can be very easy to hide and use inconspicuously, especially if their use is normalized in the classroom. These disadvantages can be managed with strict rules and regulations on mobile phone use. A disadvantage of e-learning is that it can cause depression, according to a study made during the 2021 COVID-19 quarantines.<a href="#cite_note-228">[228]</a> <div class="mw-heading mw-heading3"><h3 id="Over-stimulation">Over-stimulation</h3>[<a href="/w/index.php?title=Educational_technology&action=edit&section=39" title="Edit section: Over-stimulation">edit</a>]</div> Electronic devices such as cell phones and computers facilitate rapid access to a stream of sources, each of which may receive cursory attention. Michel Rich, an associate professor at Harvard Medical School and executive director of the center on Media and Child Health in Boston, said of the digital generation, "Their brains are rewarded not for staying on task, but for jumping to the next thing. The worry is we're raising a generation of kids in front of screens whose brains are going to be wired differently."<a href="#cite_note-Ritchel,_Matt_2010-229">[229]</a> Students have always faced distractions; computers and cell phones are a particular challenge because the stream of data can interfere with focusing and learning. Although these technologies affect adults too, young people may be more influenced by it as their developing brains can easily become habituated to switching tasks and become unaccustomed to sustaining attention.<a href="#cite_note-Ritchel,_Matt_2010-229">[229]</a> Too much information, coming too rapidly, can overwhelm thinking.<a href="#cite_note-230">[230]</a> Technology is "rapidly and profoundly altering our brains."<a href="#cite_note-Small2008-231">[231]</a> High exposure levels stimulate brain cell alteration and release neurotransmitters, which causes the strengthening of some neural pathways and the weakening of others. This leads to heightened stress levels on the brain that, at first, boost energy levels, but, over time, actually augment memory, impair cognition, lead to depression, and alter the neural circuitry of the hippocampus, amygdala and prefrontal cortex. These are the brain regions that control mood and thought. If unchecked, the underlying structure of the brain could be altered.<a href="#cite_note-Ritchel,_Matt_2010-229">[229]</a><a href="#cite_note-Small2008-231">[231]</a> Overstimulation due to technology may begin too young. When children are exposed before the age of seven, important developmental tasks may be delayed, and bad learning habits might develop, which "deprives children of the exploration and play that they need to develop."<a href="#cite_note-232">[232]</a> Media psychology is an emerging specialty field that embraces electronic devices and the sensory behaviors occurring from the use of educational technology in learning. <div class="mw-heading mw-heading3"><h3 id="Sociocultural_criticism">Sociocultural criticism</h3>[<a href="/w/index.php?title=Educational_technology&action=edit&section=40" title="Edit section: Sociocultural criticism">edit</a>]</div> According to Lai, "the learning environment is a complex system where the interplay and interactions of many things impact the outcome of learning."<a href="#cite_note-Lai_2008_215–230-217">[217]</a> When technology is brought into an educational setting, the pedagogical setting changes in that technology-driven teaching can change the entire meaning of an activity without adequate research validation. If technology monopolizes an activity, students can begin to develop the sense that "life would scarcely be thinkable without technology."<a href="#cite_note-Winner,_L._1986-233">[233]</a> <a href="/wiki/Leo_Marx" title="Leo Marx">Leo Marx</a> considered the word "technology" itself as problematic,<a href="#cite_note-234">[234]</a> susceptible to reification and "phantom objectivity", which conceals its fundamental nature as something that is only valuable insofar as it benefits the human condition. Technology ultimately comes down to affecting the relations between people, but this notion is obfuscated when technology is treated as an abstract notion devoid of good and evil. <a href="/wiki/Langdon_Winner" title="Langdon Winner">Langdon Winner</a> makes a similar point by arguing that the underdevelopment of the philosophy of technology leaves us with an overly simplistic reduction in our discourse to the supposedly dichotomous notions of the "making" versus the "uses" of new technologies and that a narrow focus on "use" leads us to believe that all technologies are neutral in moral standing.<a href="#cite_note-Winner,_L._1986-233">[233]</a>: ix–39  These critiques would have us ask not, "How do we maximize the role or advancement of technology in education?", but, rather, "What are the social and human consequences of adopting any particular technology?" Winner viewed technology as a "form of life" that not only aids human activity, but that also represents a powerful force in reshaping that activity and its meaning.<a href="#cite_note-Winner,_L._1986-233">[233]</a>: ix–39  For example, the use of robots in the industrial workplace may increase productivity, but they also radically change the process of production itself, thereby redefining what is meant by "work" in such a setting. In education, standardized testing has arguably redefined the notions of learning and assessment. We rarely explicitly reflect on how strange a notion it is that a number between, say, 0 and 100 could accurately reflect a person's knowledge about the world. According to Winner, the recurring patterns in everyday life tend to become an unconscious process that we learn to take for granted. Winner writes, <blockquote>By far, the greatest latitude of choice exists the very first time a particular instrument, system, or technique is introduced. Because choices tend to become strongly fixed in material equipment, economic investment, and social habit, the original flexibility vanishes for all practical purposes once the initial commitments are made. In that sense, technological innovations are similar to legislative acts or political findings that establish a framework for public order that will endure over many generations. (p. 29) </blockquote> When adopting new technologies, there may be one best chance to "get it right". <a href="/wiki/Seymour_Papert" title="Seymour Papert">Seymour Papert</a> (p. 32) points out a good example of a (bad) choice that has become strongly fixed in social habit and material equipment: our "choice" to use the <a href="/wiki/QWERTY" title="QWERTY">QWERTY</a> keyboard.<a href="#cite_note-235">[235]</a> The QWERTY arrangement of letters on the keyboard was originally chosen, not because it was the most efficient for typing, but because early typewriters were prone to jam when adjacent keys were struck in quick succession. Now that typing has become a digital process, this is no longer an issue, but the QWERTY arrangement lives on as a social habit, one that is very difficult to change. Neil Postman endorsed the notion that technology impacts human cultures, including the culture of classrooms, and that this is a consideration even more important than considering the efficiency of new technology as a tool for teaching.<a href="#cite_note-Postman,_N._1992-218">[218]</a> Regarding the computer's impact on education, Postman writes (p. 19): <blockquote>What we need to consider about the computer has nothing to do with its efficiency as a teaching tool. We need to know in what ways it is altering our conception of learning, and how in conjunction with television, it undermines the old idea of school.</blockquote>There is an assumption that technology is inherently interesting so it must be helpful in education; based on research by Daniel Willingham, that is not always the case. He argues that it does not necessarily matter what the technological medium is, but whether or not the content is engaging and utilizes the medium in a beneficial way.<a href="#cite_note-236">[236]</a> <div class="mw-heading mw-heading4"><h4 id="Digital_divide">Digital divide</h4>[<a href="/w/index.php?title=Educational_technology&action=edit&section=41" title="Edit section: Digital divide">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Digital_divide" title="Digital divide">Digital divide</a></div> <figure typeof="mw:File/Thumb"><a href="/wiki/File:BandwidthInequality1986-2014.jpg" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/1/19/BandwidthInequality1986-2014.jpg/148px-BandwidthInequality1986-2014.jpg" decoding="async" width="148" height="95" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/1/19/BandwidthInequality1986-2014.jpg/222px-BandwidthInequality1986-2014.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/1/19/BandwidthInequality1986-2014.jpg/296px-BandwidthInequality1986-2014.jpg 2x" data-file-width="1903" data-file-height="1225" /></a><figcaption></figcaption></figure> The concept of the <a href="/wiki/Digital_divide" title="Digital divide">digital divide</a> is a gap between those who have access to digital technologies and those who do not.<a href="#cite_note-Wei,_L_2011-237">[237]</a> Access may be associated with age, gender, socio-economic status, education, income, ethnicity, and geography.<a href="#cite_note-Wei,_L_2011-237">[237]</a><a href="#cite_note-Jenkins,_H._2009-238">[238]</a> <div class="mw-heading mw-heading3"><h3 id="Data_protection">Data protection</h3>[<a href="/w/index.php?title=Educational_technology&action=edit&section=42" title="Edit section: Data protection">edit</a>]</div> According to a report by the <a href="/wiki/Electronic_Frontier_Foundation" title="Electronic Frontier Foundation">Electronic Frontier Foundation</a>, large amounts of personal data on children are collected by electronic devices that are distributed in schools in the United States. Often, far more information than necessary is collected, uploaded, and stored indefinitely. Aside from name and date of birth, this information can include the child's browsing history, search terms, location data, contact lists, as well as behavioral information.<a href="#cite_note-Alim-239">[239]</a>: 5  Parents are not informed or, if informed, have little choice.<a href="#cite_note-Alim-239">[239]</a>: 6  According to the report, this constant surveillance resulting from educational technology can "warp children's privacy expectations, lead them to self-censor, and limit their creativity".<a href="#cite_note-Alim-239">[239]</a>: 7  In a 2018 <a href="/wiki/Public_service_announcement" title="Public service announcement">public service announcement</a>, the <a href="/wiki/Federal_Bureau_of_Investigation" title="Federal Bureau of Investigation">FBI</a> warned that widespread collection of student information by educational technologies, including <a href="/wiki/Web_browsing_history" title="Web browsing history">web browsing history</a>, academic progress, medical information, and <a href="/wiki/Biometrics" title="Biometrics">biometrics</a>, created the potential for privacy and safety threats if such data was compromised or exploited.<a href="#cite_note-240">[240]</a> <figure typeof="mw:File/Thumb"><a href="/wiki/File:Data_Security_Breach_(29723649810).jpg" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/3/3f/Data_Security_Breach_%2829723649810%29.jpg/135px-Data_Security_Breach_%2829723649810%29.jpg" decoding="async" width="135" height="101" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/3/3f/Data_Security_Breach_%2829723649810%29.jpg/203px-Data_Security_Breach_%2829723649810%29.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/3/3f/Data_Security_Breach_%2829723649810%29.jpg/270px-Data_Security_Breach_%2829723649810%29.jpg 2x" data-file-width="4729" data-file-height="3547" /></a><figcaption>Data security breach</figcaption></figure> The transition from in-person learning to <a href="/wiki/Distance_education" title="Distance education">distance education</a> in higher education due to the COVID-19 pandemic has led to enhanced extraction of student data enabled by complex data infrastructures. These infrastructures collect information such as learning management system logins, library metrics, impact measurements, teacher evaluation frameworks, assessment systems, learning analytic traces, longitudinal graduate outcomes, attendance records, social media activity, and so on. The copious amounts of information collected are quantified for the marketization of higher education, employing this data as a means to demonstrate and compare student performance across institutions to attract prospective students, mirroring the capitalistic notion of ensuring efficient market functioning and constant improvement through measurement.<a href="#cite_note-241">[241]</a> This desire of data has fueled the exploitation of <a href="/wiki/Higher_education" class="mw-redirect" title="Higher education">higher education</a> by platform companies and data service providers who are outsourced by institutions for their services. The monetization of student data in order to integrate corporate models of marketization further pushes higher education, widely regarded as a public good, into a privatized commercial sector.<a href="#cite_note-242">[242]</a> <div class="mw-heading mw-heading2"><h2 id="Teacher_training">Teacher training</h2>[<a href="/w/index.php?title=Educational_technology&action=edit&section=43" title="Edit section: Teacher training">edit</a>]</div> Since technology is not the end goal of education, but rather a means by which it can be accomplished, educators must have a good grasp of the technology and its advantages and disadvantages. Teacher training aims for the effective integration of classroom technology.<a href="#cite_note-243">[243]</a> <figure typeof="mw:File/Thumb"><a href="/wiki/File:Teacher_training_in_Naura.jpg" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/5/5a/Teacher_training_in_Naura.jpg/141px-Teacher_training_in_Naura.jpg" decoding="async" width="141" height="106" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/5/5a/Teacher_training_in_Naura.jpg/212px-Teacher_training_in_Naura.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/5/5a/Teacher_training_in_Naura.jpg/282px-Teacher_training_in_Naura.jpg 2x" data-file-width="3264" data-file-height="2448" /></a><figcaption>Teacher training in Naura</figcaption></figure> The evolving nature of technology may unsettle teachers, who may experience themselves as perpetual novices.<a href="#cite_note-Harris,_J._2009-244">[244]</a> Finding quality materials to support classroom objectives is often difficult. Random professional development days are inadequate.<a href="#cite_note-Harris,_J._2009-244">[244]</a> According to Jenkins, "Rather than dealing with each technology in isolation, we would do better to take an ecological approach, thinking about the interrelationship among different communication technologies, the cultural communities that grow up around them, and the activities they support."<a href="#cite_note-Jenkins,_H._2009-238">[238]</a> Jenkins also suggested that the traditional school curriculum guided teachers to train students to be autonomous problem solvers.<a href="#cite_note-Jenkins,_H._2009-238">[238]</a> However, today's workers are increasingly asked to work in teams, drawing on different sets of expertise, and collaborating to solve problems.<a href="#cite_note-Jenkins,_H._2009-238">[238]</a> Learning styles and the methods of collecting information have evolved, and "students often feel locked out of the worlds described in their textbooks through the depersonalized and abstract prose used to describe them".<a href="#cite_note-Jenkins,_H._2009-238">[238]</a> These twenty-first-century skills can be attained through the incorporation and engagement with technology.<a href="#cite_note-245">[245]</a> Changes in instruction and use of technology can also promote a higher level of learning among students with different types of intelligence.<a href="#cite_note-246">[246]</a> <div class="mw-heading mw-heading2"><h2 id="Assessment">Assessment</h2>[<a href="/w/index.php?title=Educational_technology&action=edit&section=44" title="Edit section: Assessment">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main articles: <a href="/wiki/Educational_assessment" title="Educational assessment">Educational assessment</a> and <a href="/wiki/Electronic_assessment" title="Electronic assessment">Electronic assessment</a></div> There are two distinct issues of assessment: the assessment of educational technology<a href="#cite_note-Jenkins,_H._2009-238">[238]</a><a href="#cite_note-247">[247]</a> and assessment with technology.<a href="#cite_note-Fletcher_2013-248">[248]</a> Assessments of educational technology have included the <a href="/wiki/Follow_Through_(project)" title="Follow Through (project)">Follow Through</a> project. <a href="/wiki/Educational_assessment" title="Educational assessment">Educational assessment</a> with technology may be either <a href="/wiki/Formative_assessment" title="Formative assessment">formative assessment</a> or <a href="/wiki/Summative_assessment" title="Summative assessment">summative assessment</a>. Instructors use both types of assessments to understand student progress and learning in the classroom. Technology has helped teachers create better assessments to help understand where students who are having trouble with the material are having issues. Formative assessment is more difficult, as the perfect form is ongoing and allows the students to show their learning in different ways depending on their <a href="/wiki/Learning_styles" title="Learning styles">learning styles</a>. Technology has helped some teachers make their formative assessments better, particularly through the use of a classroom response system (CRS).<a href="#cite_note-:2-249">[249]</a> A CRS is a tool in which the students each have a handheld device that partners up with the teacher's computer. The instructor then asks multiple choice or true or false questions and the students answer on their devices.<a href="#cite_note-:2-249">[249]</a> Depending on the software used, the answers may then be shown on a graph so students and the teacher can see the percentage of students who gave each answer and the teacher can focus on what went wrong.<a href="#cite_note-250">[250]</a> Classroom response systems have a history going back to late 1960s and early 1970s, when <a href="/wiki/Analogue_electronics" title="Analogue electronics">analogue electronics</a> were used in their implementations.<a href="#cite_note-abrahamson-251">[251]</a> There were a few commercial products available, but they were costly and some universities preferred to build their own.<a href="#cite_note-et-impl-252">[252]</a> The first such system appears to have been put into place at <a href="/wiki/Stanford_University" title="Stanford University">Stanford University</a>, but it suffered from difficulties in use.<a href="#cite_note-abrahamson-251">[251]</a> Another early system was one designed and built by <a href="/wiki/Raphael_M._Littauer" title="Raphael M. Littauer">Raphael M. Littauer</a>, a professor of physics at <a href="/wiki/Cornell_University" title="Cornell University">Cornell University</a>, and used for large lecture courses.<a href="#cite_note-et-impl-252">[252]</a><a href="#cite_note-cc-clicking-253">[253]</a> It was more successful than most of the other early systems, in part because the designer of the system was also the instructor using it.<a href="#cite_note-abrahamson-251">[251]</a> A subsequent classroom response technologies involved <a href="/wiki/Hyper-interactive_teaching_technology" title="Hyper-interactive teaching technology">H-ITT</a> with <a href="/wiki/Infrared" title="Infrared">infrared</a> devices.<a href="#cite_note-cc-clicking-253">[253]</a> Summative assessments are more common in classrooms and are usually set up to be more easily graded, as they take the form of tests or projects with specific grading schemes. One huge benefit of tech-based testing is the option to give students immediate feedback on their answers. When students get these responses, they are able to know how they are doing in the class which can help push them to improve or give them confidence that they are doing well.<a href="#cite_note-:3-254">[254]</a> Technology also allows for different kinds of summative assessment, such as digital presentations, videos, or anything else the teacher/students may come up with, which allows different learners to show what they learned more effectively.<a href="#cite_note-:3-254">[254]</a> Teachers can also use technology to post graded assessments online for students to have a better idea of what a good project is. <a href="/wiki/Electronic_assessment" title="Electronic assessment">Electronic assessment</a> uses <a href="/wiki/Information_technology" title="Information technology">information technology</a>. It encompasses several potential applications, which may be teacher or student-oriented, including <a href="/wiki/Educational_assessment" title="Educational assessment">educational assessment</a> throughout the continuum of learning, such as <a href="/wiki/Computerized_classification_test" title="Computerized classification test">computerized classification testing</a>, <a href="/wiki/Computerized_adaptive_testing" title="Computerized adaptive testing">computerized adaptive testing</a>, <a href="/wiki/Test_(student_assessment)" class="mw-redirect" title="Test (student assessment)">student testing</a>, and <a href="/wiki/Grading_(education)" class="mw-redirect" title="Grading (education)">grading</a> an exam. E-Marking is an examiner-led activity closely related to other <a href="/wiki/E-assessment" class="mw-redirect" title="E-assessment">e-assessment</a> activities such as e-testing, or e-learning which are student-led. E-marking allows markers to mark a scanned script or online response on a computer screen rather than on paper. There are no restrictions on the types of tests that can use e-marking, with e-marking applications designed to accommodate multiple choice, written, and even video submissions for performance examinations. E-marking software is used by individual educational institutions and can also be rolled out to the participating schools of awarding exam organizations. E-marking has been used to mark many well-known high stakes examinations, which in the United Kingdom include <a href="/wiki/A_levels" class="mw-redirect" title="A levels">A levels</a> and <a href="/wiki/GCSE" title="GCSE">GCSE</a> exams, and in the US includes the <a href="/wiki/SAT" title="SAT">SAT</a> test for college admissions. <a href="/wiki/Ofqual" title="Ofqual">Ofqual</a> reports that e-marking is the main type of marking used for general qualifications in the United Kingdom. In 2014, the <a href="/wiki/Scottish_Qualifications_Authority" title="Scottish Qualifications Authority">Scottish Qualifications Authority</a> (SQA) announced that most of the National 5 question papers would be e-marked.<a href="#cite_note-255">[255]</a> In June 2015, the <a href="/wiki/Odisha" title="Odisha">Odisha</a> state government in India announced that it planned to use e-marking for all Plus II papers from 2016.<a href="#cite_note-256">[256]</a> <div class="mw-heading mw-heading2"><h2 id="Analytics">Analytics</h2>[<a href="/w/index.php?title=Educational_technology&action=edit&section=45" title="Edit section: Analytics">edit</a>]</div> The importance of self-assessment through tools made available on educational technology platforms has been growing. <a href="/wiki/Self-assessment" title="Self-assessment">Self-assessment</a> in education technology relies on students analyzing their strengths, weaknesses, and areas where improvement is possible to set realistic goals in learning, improve their educational performances and track their progress.<a href="#cite_note-nzqa-257">[257]</a><a href="#cite_note-unsw-258">[258]</a> One of the unique tools for self-assessment made possible by education technology is Analytics. <a href="/wiki/Analytics" title="Analytics">Analytics</a> is data gathered on the student's activities on the learning platform, drawn into meaningful patterns that lead to a valid conclusion, usually through the medium of data visualization such as graphs. <a href="/wiki/Learning_analytics" title="Learning analytics">Learning analytics</a> is the field that focuses on analyzing and reporting data about students' activities in order to facilitate learning. <div class="mw-heading mw-heading2"><h2 id="Expenditure">Expenditure</h2>[<a href="/w/index.php?title=Educational_technology&action=edit&section=46" title="Edit section: Expenditure">edit</a>]</div> The five key sectors of the e-learning industry are consulting, content, technologies, services, and support.<a href="#cite_note-259">[259]</a> Worldwide, e-learning was estimated in 2000 to be over $48 billion according to conservative estimates.<a href="#cite_note-260">[260]</a> Commercial growth has been brisk.<a href="#cite_note-Docebo-261">[261]</a><a href="#cite_note-262">[262]</a> In 2014, the worldwide commercial market activity was estimated at $6 billion venture capital over the past five years,<a href="#cite_note-Docebo-261">[261]</a>: 38  with self-paced learning generating $35.6 billion in 2011.<a href="#cite_note-Docebo-261">[261]</a>: 4  North American e-learning generated $23.3 billion in revenue in 2013, with a 9% growth rate in cloud-based authoring tools and learning platforms.<a href="#cite_note-Docebo-261">[261]</a>: 19  <div class="mw-heading mw-heading2"><h2 id="Careers">Careers</h2>[<a href="/w/index.php?title=Educational_technology&action=edit&section=47" title="Edit section: Careers">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Educational_psychologist" title="Educational psychologist">Educational psychologist</a></div> Educational technologists and psychologists apply basic educational and psychological research into an evidence-based applied science (or a technology) of learning or instruction. In research, these professions typically require a graduate degree (Master's, Doctorate, PhD, or D.Phil.) in a field related to educational psychology, educational media, experimental psychology, cognitive psychology, or, more purely, in the fields of educational, instructional or <a href="/wiki/Human_performance_technology" title="Human performance technology">human performance technology</a> or <a href="/wiki/Instructional_design" title="Instructional design">instructional design</a>. In industry, educational technology is utilized to train students and employees by a wide range of learning and communication practitioners, including <a href="/wiki/Instructional_designer" class="mw-redirect" title="Instructional designer">instructional designers</a>, <a href="/wiki/Technical_trainer" title="Technical trainer">technical trainers</a>, <a href="/wiki/Technical_communication" title="Technical communication">technical communication</a>, and <a href="/wiki/Professional_communication" title="Professional communication">professional communication</a> specialists, <a href="/wiki/Technical_writer" title="Technical writer">technical writers</a>, and of course primary school and college <a href="/wiki/Teacher" title="Teacher">teachers</a> of all levels. The transformation of educational technology from a cottage industry to a profession is discussed by Shurville et al.<a href="#cite_note-Shurville2009-263">[263]</a> <div class="mw-heading mw-heading2"><h2 id="See_also">See also</h2>[<a href="/w/index.php?title=Educational_technology&action=edit&section=48" title="Edit section: See also">edit</a>]</div> <style data-mw-deduplicate="TemplateStyles:r1239009302">.mw-parser-output .portalbox{padding:0;margin:0.5em 0;display:table;box-sizing:border-box;max-width:175px;list-style:none}.mw-parser-output .portalborder{border:1px solid var(--border-color-base,#a2a9b1);padding:0.1em;background:var(--background-color-neutral-subtle,#f8f9fa)}.mw-parser-output .portalbox-entry{display:table-row;font-size:85%;line-height:110%;height:1.9em;font-style:italic;font-weight:bold}.mw-parser-output .portalbox-image{display:table-cell;padding:0.2em;vertical-align:middle;text-align:center}.mw-parser-output .portalbox-link{display:table-cell;padding:0.2em 0.2em 0.2em 0.3em;vertical-align:middle}@media(min-width:720px){.mw-parser-output .portalleft{clear:left;float:left;margin:0.5em 1em 0.5em 0}.mw-parser-output .portalright{clear:right;float:right;margin:0.5em 0 0.5em 1em}}</style><ul role="navigation" aria-label="Portals" class="noprint portalbox portalborder portalright"> <li class="portalbox-entry"><a href="/wiki/File:Diploma_icon.png" class="mw-file-description"><img alt="icon" src="//upload.wikimedia.org/wikipedia/commons/thumb/7/76/Diploma_icon.png/28px-Diploma_icon.png" decoding="async" width="28" height="28" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/7/76/Diploma_icon.png/42px-Diploma_icon.png 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/7/76/Diploma_icon.png/56px-Diploma_icon.png 2x" data-file-width="128" data-file-height="128" /></a><a href="/wiki/Portal:Education" class="mw-redirect" title="Portal:Education">Education portal</a></li></ul> <style data-mw-deduplicate="TemplateStyles:r1184024115">.mw-parser-output .div-col{margin-top:0.3em;column-width:30em}.mw-parser-output .div-col-small{font-size:90%}.mw-parser-output .div-col-rules{column-rule:1px solid #aaa}.mw-parser-output .div-col dl,.mw-parser-output .div-col ol,.mw-parser-output .div-col ul{margin-top:0}.mw-parser-output .div-col li,.mw-parser-output .div-col dd{page-break-inside:avoid;break-inside:avoid-column}</style><div class="div-col"> <ul><li><a href="/wiki/ADDIE_Model" title="ADDIE Model">ADDIE Model</a> – Instructional systems design framework</li> <li><a href="/wiki/Assistive_technology" title="Assistive technology">Assistive technology</a> – Assistive devices for people with disabilities</li> <li><a href="/wiki/Brightstorm" title="Brightstorm">Brightstorm</a> – online learning platform for teenagersPages displaying wikidata descriptions as a fallback</li> <li><a href="/wiki/ChatGPT_in_education" title="ChatGPT in education">ChatGPT in education</a> – Use of ChatGPT in education</li> <li><a href="/wiki/Computers_in_the_classroom" title="Computers in the classroom">Computers in the classroom</a> – The use of computers in school</li> <li><a href="/w/index.php?title=Digital_Break&action=edit&redlink=1" class="new" title="Digital Break (page does not exist)">Digital Break</a></li> <li><a href="/wiki/Distance_education" title="Distance education">Distance education</a> – Mode of delivering education to students who are not physically present</li> <li><a href="/wiki/E-learning_(theory)" title="E-learning (theory)">E-learning (theory)</a> – Cognitive science principles of effective multimedia learning</li> <li><a href="/wiki/Educational_animation" title="Educational animation">Educational animation</a> – Animations produced for the specific purpose of fostering learning</li> <li><a href="/wiki/Educational_technology_in_sub-Saharan_Africa" title="Educational technology in sub-Saharan Africa">Educational technology in sub-Saharan Africa</a></li> <li><a href="/wiki/Evidence-based_education" title="Evidence-based education">Evidence-based education</a> – Paradigm of the education field</li> <li><a href="/wiki/Intelligent_tutoring_system" title="Intelligent tutoring system">Intelligent tutoring system</a> – Computer system to provide instruction to learners</li> <li><a href="/wiki/Mobile_learning_for_refugees" class="mw-redirect" title="Mobile learning for refugees">Mobile learning for refugees</a> – Distance education using mobile device technologyPages displaying short descriptions of redirect targets</li> <li><a href="/wiki/Mobile_phone_use_in_schools" title="Mobile phone use in schools">Mobile phone use in schools</a></li> <li><a href="/wiki/Online_credentials_for_learning" title="Online credentials for learning">Online credentials for learning</a></li> <li><a href="/wiki/Qualifications_framework#Qualifications_frameworks_for_online_learning" title="Qualifications framework">Qualifications framework § Qualifications frameworks for online learning</a></li> <li><a href="/wiki/Remote_laboratory" title="Remote laboratory">Remote laboratory</a> – Arrangement for conducting experiments at one location while situated at another</li> <li><a href="/wiki/Virtual_world_language_learning" title="Virtual world language learning">Virtual world language learning</a> – conference about language education in Virtual WorldsPages displaying wikidata descriptions as a fallback</li> <li><a href="/wiki/Web-based_simulation" title="Web-based simulation">Web-based simulation</a></li> <li><a href="/wiki/Digital_media_in_education" title="Digital media in education">Digital media in education</a> – Overview of ICT in education </li></ul></div> <div class="mw-heading mw-heading2"><h2 id="References">References</h2>[<a href="/w/index.php?title=Educational_technology&action=edit&section=49" title="Edit section: References">edit</a>]</div> <style data-mw-deduplicate="TemplateStyles:r1239543626">.mw-parser-output .reflist{margin-bottom:0.5em;list-style-type:decimal}@media screen{.mw-parser-output .reflist{font-size:90%}}.mw-parser-output .reflist .references{font-size:100%;margin-bottom:0;list-style-type:inherit}.mw-parser-output .reflist-columns-2{column-width:30em}.mw-parser-output .reflist-columns-3{column-width:25em}.mw-parser-output .reflist-columns{margin-top:0.3em}.mw-parser-output .reflist-columns ol{margin-top:0}.mw-parser-output .reflist-columns li{page-break-inside:avoid;break-inside:avoid-column}.mw-parser-output .reflist-upper-alpha{list-style-type:upper-alpha}.mw-parser-output .reflist-upper-roman{list-style-type:upper-roman}.mw-parser-output .reflist-lower-alpha{list-style-type:lower-alpha}.mw-parser-output .reflist-lower-greek{list-style-type:lower-greek}.mw-parser-output .reflist-lower-roman{list-style-type:lower-roman}</style><div class="reflist reflist-columns references-column-width" style="column-width: 30em;"> <ol class="references"> <li id="cite_note-1"><a 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no-repeat}body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-free a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-limited a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-registration a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-subscription a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .cs1-ws-icon a{background-size:contain;padding:0 1em 0 0}.mw-parser-output .cs1-code{color:inherit;background:inherit;border:none;padding:inherit}.mw-parser-output .cs1-hidden-error{display:none;color:var(--color-error,#d33)}.mw-parser-output .cs1-visible-error{color:var(--color-error,#d33)}.mw-parser-output .cs1-maint{display:none;color:#085;margin-left:0.3em}.mw-parser-output .cs1-kern-left{padding-left:0.2em}.mw-parser-output .cs1-kern-right{padding-right:0.2em}.mw-parser-output .citation .mw-selflink{font-weight:inherit}@media screen{.mw-parser-output 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Retrieved 9 August 2021.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=How+Covid-19+brought+the+University+of+Toronto+Class+of+%2724+Together+Online&rft.date=2020-09-25&rft.aulast=Sean&rft.aufirst=Allan&rft_id=https%3A%2F%2Fwww.wizeprep.com%2Fblog%2Fhow-covid-19-brought-the-university-of-toronto-class-of-24-together-online&rfr_id=info%3Asid%2Fen.wikipedia.org%3AEducational+technology" class="Z3988"> </li> <li id="cite_note-57"><a href="#cite_ref-57">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFUnesco2020" class="citation web cs1">Unesco (5 March 2020). <a rel="nofollow" class="external text" href="https://en.unesco.org/covid19/educationresponse/solutions">"Distance learning solutions"</a>. <a rel="nofollow" class="external text" href="https://web.archive.org/web/20200331143436/https://en.unesco.org/themes/education-emergencies/coronavirus-school-closures/solutions">Archived</a> from the original on 31 March 2020. Retrieved 11 May 2020.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=unknown&rft.btitle=Distance+learning+solutions&rft.date=2020-03-05&rft.au=Unesco&rft_id=https%3A%2F%2Fen.unesco.org%2Fcovid19%2Feducationresponse%2Fsolutions&rfr_id=info%3Asid%2Fen.wikipedia.org%3AEducational+technology" class="Z3988"> </li> <li id="cite_note-58"><a href="#cite_ref-58">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFKaplan2021" class="citation book cs1"><a href="/wiki/Andreas_Kaplan" title="Andreas Kaplan">Kaplan, Andreas</a> (6 April 2021). <a rel="nofollow" class="external text" href="https://books.emeraldinsight.com/page/detail/Higher-Education-at-the-Crossroads-of-Disruption/?k=9781800715042">Higher Education at the Crossroads of Disruption: the University of the 21st Century</a>. Emerald Publishing Limited. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-1-80071-504-2" title="Special:BookSources/978-1-80071-504-2"><bdi>978-1-80071-504-2</bdi></a>. <a rel="nofollow" class="external text" href="https://web.archive.org/web/20210129073826/https://books.emeraldinsight.com/page/detail/Higher-Education-at-the-Crossroads-of-Disruption/?k=9781800715042">Archived</a> from the original on 29 January 2021. Retrieved 14 April 2021.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Higher+Education+at+the+Crossroads+of+Disruption%3A+the+University+of+the+21st+Century&rft.pub=Emerald+Publishing+Limited&rft.date=2021-04-06&rft.isbn=978-1-80071-504-2&rft.aulast=Kaplan&rft.aufirst=Andreas&rft_id=https%3A%2F%2Fbooks.emeraldinsight.com%2Fpage%2Fdetail%2FHigher-Education-at-the-Crossroads-of-Disruption%2F%3Fk%3D9781800715042&rfr_id=info%3Asid%2Fen.wikipedia.org%3AEducational+technology" class="Z3988"> </li> <li id="cite_note-59"><a href="#cite_ref-59">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://web.archive.org/web/20210128235013/https://techcrunch.com/2021/01/28/12-investors-say-lifelong-learning-is-taking-edtech-mainstream/">"13 investors say lifelong learning is taking edtech mainstream"</a>. TechCrunch. 28 January 2021. Archived from <a rel="nofollow" class="external text" href="https://techcrunch.com/2021/01/28/12-investors-say-lifelong-learning-is-taking-edtech-mainstream/">the original</a> on 28 January 2021. Retrieved 1 February 2021.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=TechCrunch&rft.atitle=13+investors+say+lifelong+learning+is+taking+edtech+mainstream&rft.date=2021-01-28&rft_id=https%3A%2F%2Ftechcrunch.com%2F2021%2F01%2F28%2F12-investors-say-lifelong-learning-is-taking-edtech-mainstream%2F&rfr_id=info%3Asid%2Fen.wikipedia.org%3AEducational+technology" class="Z3988"> </li> <li id="cite_note-60"><a href="#cite_ref-60">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFGreen1971" class="citation book cs1">Green, Thomas (1971). The activities of teaching. McGraw Hill.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=The+activities+of+teaching&rft.pub=McGraw+Hill&rft.date=1971&rft.aulast=Green&rft.aufirst=Thomas&rfr_id=info%3Asid%2Fen.wikipedia.org%3AEducational+technology" class="Z3988"> </li> <li id="cite_note-61"><a href="#cite_ref-61">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFSkinner1954" class="citation journal cs1">Skinner, B.F. (1954). "The science of learning and the art of teaching". <a href="/wiki/Harvard_Educational_Review" title="Harvard Educational Review">Harvard Educational Review</a>. 24: 86–97.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=Harvard+Educational+Review&rft.atitle=The+science+of+learning+and+the+art+of+teaching&rft.volume=24&rft.pages=86-97&rft.date=1954&rft.aulast=Skinner&rft.aufirst=B.F.&rfr_id=info%3Asid%2Fen.wikipedia.org%3AEducational+technology" class="Z3988"> </li> <li id="cite_note-62"><a href="#cite_ref-62">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFSkinner1958" class="citation journal cs1">Skinner, B.F. (1958). "Teaching machines". Science. 128 (3330): 969–77. <a href="/wiki/Bibcode_(identifier)" class="mw-redirect" title="Bibcode (identifier)">Bibcode</a>:<a rel="nofollow" class="external text" href="https://ui.adsabs.harvard.edu/abs/1958Sci...128..969S">1958Sci...128..969S</a>. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1126%2Fscience.128.3330.969">10.1126/science.128.3330.969</a>. <a href="/wiki/PMID_(identifier)" class="mw-redirect" title="PMID (identifier)">PMID</a> <a rel="nofollow" class="external text" href="https://pubmed.ncbi.nlm.nih.gov/13592277">13592277</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=Science&rft.atitle=Teaching+machines&rft.volume=128&rft.issue=3330&rft.pages=969-77&rft.date=1958&rft_id=info%3Apmid%2F13592277&rft_id=info%3Adoi%2F10.1126%2Fscience.128.3330.969&rft_id=info%3Abibcode%2F1958Sci...128..969S&rft.aulast=Skinner&rft.aufirst=B.F.&rfr_id=info%3Asid%2Fen.wikipedia.org%3AEducational+technology" class="Z3988"> and others see <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://web.archive.org/web/20081217104146/http://www.bfskinner.org/f/EpsteinBibliography.pdf">"Dr. Burrhus Frederic Skinner: A Bibliography"</a> (PDF). bfskinner.org. 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New York: Appleton-Century-Crofts: 427–43. <a href="/wiki/Bibcode_(identifier)" class="mw-redirect" title="Bibcode (identifier)">Bibcode</a>:<a rel="nofollow" class="external text" href="https://ui.adsabs.harvard.edu/abs/1965RSPSB.162..427S">1965RSPSB.162..427S</a>. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1098%2Frspb.1965.0048">10.1098/rspb.1965.0048</a>. <a href="/wiki/PMID_(identifier)" class="mw-redirect" title="PMID (identifier)">PMID</a> <a rel="nofollow" class="external text" href="https://pubmed.ncbi.nlm.nih.gov/4378497">4378497</a>. <a href="/wiki/S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:144957844">144957844</a>. 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International Journal of Technologies in Learning. 19 (1): 45–56. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.18848%2F2327-0144%2Fcgp%2Fv19i01%2F49144">10.18848/2327-0144/cgp/v19i01/49144</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=International+Journal+of+Technologies+in+Learning&rft.atitle=Does+the+Classroom+Performance+System+%28CPS%29+Increase+Students%27+Chances+for+Getting+a+Good+Grade+in+College+Core+Courses+and+Increase+Retention%3F&rft.volume=19&rft.issue=1&rft.pages=45-56&rft.date=2012&rft_id=info%3Adoi%2F10.18848%2F2327-0144%2Fcgp%2Fv19i01%2F49144&rft.aulast=Termos&rft.aufirst=Mohamad&rfr_id=info%3Asid%2Fen.wikipedia.org%3AEducational+technology" class="Z3988"> </li> <li id="cite_note-Rosenberg-70">^ <a href="#cite_ref-Rosenberg_70-0">a</a> <a href="#cite_ref-Rosenberg_70-1">b</a> <a href="#cite_ref-Rosenberg_70-2">c</a> <a href="#cite_ref-Rosenberg_70-3">d</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFRosenberg2004" class="citation book cs1">Rosenberg, Richard (2004). 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Archived from <a rel="nofollow" class="external text" href="https://www.forbes.com/sites/tjmccue/2014/08/27/online-learning-industry-poised-for-107-billion-in-2015/">the original</a> on 25 August 2017.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=Forbes&rft.atitle=Online+Learning+Industry+Poised+for+%24107+Billion+in+2015&rft.date=2014-08-27&rft.aulast=McCue&rft.aufirst=T.+J.&rft_id=https%3A%2F%2Fwww.forbes.com%2Fsites%2Ftjmccue%2F2014%2F08%2F27%2Fonline-learning-industry-poised-for-107-billion-in-2015%2F&rfr_id=info%3Asid%2Fen.wikipedia.org%3AEducational+technology" class="Z3988"> </li> <li id="cite_note-Shurville2009-263"><a href="#cite_ref-Shurville2009_263-0">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFShurvilleBrowneWhitaker2009" class="citation journal cs1">Shurville, S.; Browne, T.; Whitaker, M. (2009). "Accommodating the newfound strategic importance of educational technologists within higher education: A critical literature review". Campus-Wide Information Systems. 26 (3): 201–231. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1108%2F10650740910967384">10.1108/10650740910967384</a>. <a href="/wiki/Hdl_(identifier)" class="mw-redirect" title="Hdl (identifier)">hdl</a>:<a rel="nofollow" class="external text" href="https://hdl.handle.net/10036%2F78389">10036/78389</a>. <a href="/wiki/S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:17423235">17423235</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=Campus-Wide+Information+Systems&rft.atitle=Accommodating+the+newfound+strategic+importance+of+educational+technologists+within+higher+education%3A+A+critical+literature+review&rft.volume=26&rft.issue=3&rft.pages=201-231&rft.date=2009&rft_id=info%3Ahdl%2F10036%2F78389&rft_id=https%3A%2F%2Fapi.semanticscholar.org%2FCorpusID%3A17423235%23id-name%3DS2CID&rft_id=info%3Adoi%2F10.1108%2F10650740910967384&rft.aulast=Shurville&rft.aufirst=S.&rft.au=Browne%2C+T.&rft.au=Whitaker%2C+M.&rfr_id=info%3Asid%2Fen.wikipedia.org%3AEducational+technology" class="Z3988"> </li> </ol></div> <div class="mw-heading mw-heading2"><h2 id="Further_reading">Further reading</h2>[<a href="/w/index.php?title=Educational_technology&action=edit&section=50" title="Edit section: Further reading">edit</a>]</div> <ul><li>Betts, Kristen, et al. "Historical review of distance and online education from 1700s to 2021 in the United States: Instructional design and pivotal pedagogy in higher education." Journal of Online Learning Research and Practice 8.1 (2021) pp 3–55 <a rel="nofollow" class="external text" href="https://jolrap.scholasticahq.com/article/26963.pdf">online</a>.</li></ul> <div class="mw-heading mw-heading2"><h2 id="External_links">External links</h2>[<a href="/w/index.php?title=Educational_technology&action=edit&section=51" title="Edit section: External links">edit</a>]</div> <style data-mw-deduplicate="TemplateStyles:r1235681985">.mw-parser-output .side-box{margin:4px 0;box-sizing:border-box;border:1px solid #aaa;font-size:88%;line-height:1.25em;background-color:var(--background-color-interactive-subtle,#f8f9fa);display:flow-root}.mw-parser-output .side-box-abovebelow,.mw-parser-output .side-box-text{padding:0.25em 0.9em}.mw-parser-output .side-box-image{padding:2px 0 2px 0.9em;text-align:center}.mw-parser-output .side-box-imageright{padding:2px 0.9em 2px 0;text-align:center}@media(min-width:500px){.mw-parser-output .side-box-flex{display:flex;align-items:center}.mw-parser-output .side-box-text{flex:1;min-width:0}}@media(min-width:720px){.mw-parser-output .side-box{width:238px}.mw-parser-output .side-box-right{clear:right;float:right;margin-left:1em}.mw-parser-output .side-box-left{margin-right:1em}}</style><style data-mw-deduplicate="TemplateStyles:r1237033735">@media print{body.ns-0 .mw-parser-output .sistersitebox{display:none!important}}@media screen{html.skin-theme-clientpref-night .mw-parser-output .sistersitebox img[src*="Wiktionary-logo-en-v2.svg"]{background-color:white}}@media screen and (prefers-color-scheme:dark){html.skin-theme-clientpref-os .mw-parser-output .sistersitebox img[src*="Wiktionary-logo-en-v2.svg"]{background-color:white}}</style><div class="side-box side-box-right plainlinks sistersitebox"><style data-mw-deduplicate="TemplateStyles:r1126788409">.mw-parser-output .plainlist ol,.mw-parser-output .plainlist ul{line-height:inherit;list-style:none;margin:0;padding:0}.mw-parser-output .plainlist ol li,.mw-parser-output .plainlist ul li{margin-bottom:0}</style> <div class="side-box-flex"> <div class="side-box-image"><img alt="" src="//upload.wikimedia.org/wikipedia/commons/thumb/d/df/Wikibooks-logo-en-noslogan.svg/40px-Wikibooks-logo-en-noslogan.svg.png" decoding="async" width="40" height="40" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/d/df/Wikibooks-logo-en-noslogan.svg/60px-Wikibooks-logo-en-noslogan.svg.png 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/d/df/Wikibooks-logo-en-noslogan.svg/80px-Wikibooks-logo-en-noslogan.svg.png 2x" data-file-width="400" data-file-height="400" /></div> <div class="side-box-text plainlist">Wikibooks has a book on the topic of: <a href="https://en.wikibooks.org/wiki/ICT_in_Education" class="extiw" title="wikibooks:ICT in Education">ICT in Education</a></div></div> </div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1235681985"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1237033735"><div class="side-box side-box-right plainlinks sistersitebox"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1126788409"> <div class="side-box-flex"> <div class="side-box-image"><img alt="" src="//upload.wikimedia.org/wikipedia/commons/thumb/0/0b/Wikiversity_logo_2017.svg/40px-Wikiversity_logo_2017.svg.png" decoding="async" width="40" height="33" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/0/0b/Wikiversity_logo_2017.svg/60px-Wikiversity_logo_2017.svg.png 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/0/0b/Wikiversity_logo_2017.svg/80px-Wikiversity_logo_2017.svg.png 2x" data-file-width="626" data-file-height="512" /></div> <div class="side-box-text plainlist">Wikiversity has learning resources about <a href="https://en.wikiversity.org/wiki/Teaching_and_Learning_Online" class="extiw" title="v:Teaching and Learning Online">Teaching and Learning Online</a></div></div> </div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1235681985"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1237033735"><div class="side-box side-box-right plainlinks sistersitebox"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1126788409"> <div class="side-box-flex"> <div class="side-box-image"><img alt="" src="//upload.wikimedia.org/wikipedia/commons/thumb/0/0b/Wikiversity_logo_2017.svg/40px-Wikiversity_logo_2017.svg.png" decoding="async" width="40" height="33" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/0/0b/Wikiversity_logo_2017.svg/60px-Wikiversity_logo_2017.svg.png 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/0/0b/Wikiversity_logo_2017.svg/80px-Wikiversity_logo_2017.svg.png 2x" data-file-width="626" data-file-height="512" /></div> <div class="side-box-text plainlist">Wikiversity has learning resources about <a href="https://en.wikiversity.org/wiki/Educational_Technology" class="extiw" title="v:Educational Technology">Educational Technology</a></div></div> </div> <ul><li><a href="/wiki/File:Commons-logo.svg" class="mw-file-description"><img alt="" src="//upload.wikimedia.org/wikipedia/en/thumb/4/4a/Commons-logo.svg/12px-Commons-logo.svg.png" decoding="async" width="12" height="16" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/en/thumb/4/4a/Commons-logo.svg/18px-Commons-logo.svg.png 1.5x, //upload.wikimedia.org/wikipedia/en/thumb/4/4a/Commons-logo.svg/24px-Commons-logo.svg.png 2x" data-file-width="1024" data-file-height="1376" /></a> Media related to <a href="https://commons.wikimedia.org/wiki/Category:Educational_technology" class="extiw" title="commons:Category:Educational technology">Educational technology</a> at Wikimedia Commons</li> <li><a rel="nofollow" class="external text" href="https://americanarchive.org/catalog/cpb-aacip-526-mk6542kh3c">"Schools of the Future: Learning On-Line" 1994 documentary from KETC</a></li></ul> <div class="navbox-styles"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><style data-mw-deduplicate="TemplateStyles:r1236075235">.mw-parser-output .navbox{box-sizing:border-box;border:1px solid #a2a9b1;width:100%;clear:both;font-size:88%;text-align:center;padding:1px;margin:1em auto 0}.mw-parser-output .navbox .navbox{margin-top:0}.mw-parser-output .navbox+.navbox,.mw-parser-output .navbox+.navbox-styles+.navbox{margin-top:-1px}.mw-parser-output .navbox-inner,.mw-parser-output .navbox-subgroup{width:100%}.mw-parser-output .navbox-group,.mw-parser-output .navbox-title,.mw-parser-output .navbox-abovebelow{padding:0.25em 1em;line-height:1.5em;text-align:center}.mw-parser-output .navbox-group{white-space:nowrap;text-align:right}.mw-parser-output .navbox,.mw-parser-output .navbox-subgroup{background-color:#fdfdfd}.mw-parser-output .navbox-list{line-height:1.5em;border-color:#fdfdfd}.mw-parser-output .navbox-list-with-group{text-align:left;border-left-width:2px;border-left-style:solid}.mw-parser-output tr+tr>.navbox-abovebelow,.mw-parser-output tr+tr>.navbox-group,.mw-parser-output tr+tr>.navbox-image,.mw-parser-output tr+tr>.navbox-list{border-top:2px solid #fdfdfd}.mw-parser-output .navbox-title{background-color:#ccf}.mw-parser-output .navbox-abovebelow,.mw-parser-output .navbox-group,.mw-parser-output .navbox-subgroup .navbox-title{background-color:#ddf}.mw-parser-output .navbox-subgroup .navbox-group,.mw-parser-output .navbox-subgroup .navbox-abovebelow{background-color:#e6e6ff}.mw-parser-output .navbox-even{background-color:#f7f7f7}.mw-parser-output .navbox-odd{background-color:transparent}.mw-parser-output .navbox .hlist td dl,.mw-parser-output .navbox .hlist td ol,.mw-parser-output .navbox .hlist td ul,.mw-parser-output .navbox td.hlist dl,.mw-parser-output .navbox td.hlist ol,.mw-parser-output .navbox td.hlist ul{padding:0.125em 0}.mw-parser-output .navbox .navbar{display:block;font-size:100%}.mw-parser-output .navbox-title .navbar{float:left;text-align:left;margin-right:0.5em}body.skin--responsive .mw-parser-output .navbox-image img{max-width:none!important}@media print{body.ns-0 .mw-parser-output .navbox{display:none!important}}</style></div><div role="navigation" class="navbox" aria-labelledby="Education" style="padding:3px"><table class="nowraplinks hlist mw-collapsible autocollapse navbox-inner" style="border-spacing:0;background:transparent;color:inherit"><tbody><tr><th scope="col" class="navbox-title" colspan="2"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1239400231"><div class="navbar plainlinks hlist navbar-mini"><ul><li class="nv-view"><a href="/wiki/Template:Education" title="Template:Education"><abbr title="View this template">v</abbr></a></li><li class="nv-talk"><a href="/wiki/Template_talk:Education" title="Template talk:Education"><abbr title="Discuss this template">t</abbr></a></li><li class="nv-edit"><a href="/wiki/Special:EditPage/Template:Education" title="Special:EditPage/Template:Education"><abbr title="Edit this template">e</abbr></a></li></ul></div><div id="Education" style="font-size:114%;margin:0 4em"><a href="/wiki/Education" title="Education">Education</a></div></th></tr><tr><td colspan="2" class="navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"></div><table class="nowraplinks mw-collapsible expanded navbox-subgroup" style="border-spacing:0"><tbody><tr><th scope="col" class="navbox-title" colspan="2" style="font-size: 90%;"><div id="Overview" style="font-size:114%;margin:0 4em">Overview</div></th></tr><tr><th scope="row" class="navbox-group" style="width:1%"><a href="/wiki/Category:Education" title="Category:Education">General</a></th><td class="navbox-list-with-group navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Glossary_of_education_terms" title="Glossary of education terms">Glossary</a></li> <li><a href="/wiki/Index_of_education_articles" title="Index of education articles">Index</a></li> <li><a href="/wiki/Outline_of_education" title="Outline of education">Outline</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">By perspective</th><td class="navbox-list-with-group navbox-list navbox-even" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Educational_aims_and_objectives" title="Educational aims and objectives">Aims and objectives</a></li> <li><a href="/wiki/Educational_anthropology" title="Educational anthropology">Anthropology</a></li> <li><a href="/wiki/Educational_assessment" title="Educational assessment">Assessment</a> <ul><li><a href="/wiki/Educational_evaluation" title="Educational evaluation">Evaluation</a> <ul><li><a href="/wiki/Course_evaluation" title="Course evaluation">Course evaluation</a></li></ul></li> <li><a href="/wiki/Psychometrics" title="Psychometrics">Psychometrics</a></li> <li><a href="/wiki/Standards-based_assessment" title="Standards-based assessment">Standards-based</a></li> <li><a href="/wiki/Standardized_test" title="Standardized test">Standardized test</a></li> <li><a href="/wiki/Teacher_quality_assessment" title="Teacher quality assessment">Teacher quality</a></li></ul></li> <li><a href="/wiki/Education_economics" title="Education economics">Economics</a></li> <li><a href="/wiki/Education_sciences" title="Education sciences">Education sciences</a></li> <li><a href="/wiki/Evidence-based_education" title="Evidence-based education">Evidence-based</a></li> <li><a href="/wiki/History_of_education" title="History of education">History</a></li> <li><a href="/wiki/Inclusion_(education)" title="Inclusion (education)">Inclusion</a></li> <li><a href="/wiki/Educational_leadership" title="Educational leadership">Leadership</a></li> <li><a href="/wiki/Pedagogy" title="Pedagogy">Pedagogy</a></li> <li><a href="/wiki/Philosophy_of_education" title="Philosophy of education">Philosophy</a></li> <li><a href="/wiki/Education_policy" title="Education policy">Policy</a></li> <li><a href="/wiki/Politics_in_education" title="Politics in education">Politics</a></li> <li><a href="/wiki/Educational_psychology" title="Educational psychology">Psychology</a></li> <li><a href="/wiki/Educational_research" title="Educational research">Research</a></li> <li><a href="/wiki/Right_to_education" title="Right to education">Rights</a></li> <li><a href="/wiki/Sociology_of_education" title="Sociology of education">Sociology</a></li> <li><a class="mw-selflink selflink">Technology</a></li> <li><a href="/wiki/Instructional_theory" title="Instructional theory">Instructional</a> <ul><li><a href="/wiki/Instructional_design" title="Instructional design">Instructional design</a></li></ul></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%"><a href="/wiki/List_of_education_by_subject" title="List of education by subject">By subject</a></th><td class="navbox-list-with-group navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Agricultural_education" title="Agricultural education">Agricultural</a></li> <li><a href="/wiki/Art_education" class="mw-redirect" title="Art education">Art</a></li> <li><a href="/wiki/Bilingual_education" title="Bilingual education">Bilingual</a></li> <li><a href="/wiki/Business_education" title="Business education">Business</a></li> <li><a href="/wiki/Chemistry_education" title="Chemistry education">Chemistry</a></li> <li><a href="/wiki/Computer_science_education" class="mw-redirect" title="Computer science education">Computer science</a></li> <li><a href="/wiki/Death_education" title="Death education">Death</a></li> <li><a href="/wiki/Design_education" title="Design education">Design</a></li> <li><a href="/wiki/Economics_education" title="Economics education">Economics</a></li> <li><a href="/wiki/Engineering_education" title="Engineering education">Engineering</a></li> <li><a href="/wiki/Environmental_education" title="Environmental education">Environmental</a></li> <li><a href="/wiki/Euthenics" title="Euthenics">Euthenics</a></li> <li><a href="/wiki/Health_education" title="Health education">Health</a></li> <li><a href="/wiki/Language_education" title="Language education">Language</a></li> <li><a href="/wiki/Legal_education" title="Legal education">Legal</a></li> <li><a href="/wiki/Mathematics_education" title="Mathematics education">Mathematics</a></li> <li><a href="/wiki/Medical_education" title="Medical education">Medical</a></li> <li><a href="/wiki/Military_education_and_training" title="Military education and training">Military</a></li> <li><a href="/wiki/Music_education" title="Music education">Music</a></li> <li><a href="/wiki/Nurse_education" title="Nurse education">Nursing</a></li> <li><a href="/wiki/Peace_education" title="Peace education">Peace</a></li> <li><a href="/wiki/Performing_arts_education" title="Performing arts education">Performing arts</a></li> <li><a href="/wiki/Philosophy_education" title="Philosophy education">Philosophy</a></li> <li><a href="/wiki/Physical_education" title="Physical education">Physical</a></li> <li><a href="/wiki/Physics_education" title="Physics education">Physics</a></li> <li><a href="/wiki/Reading" title="Reading">Reading</a></li> <li><a href="/wiki/Religious_education" title="Religious education">Religious</a></li> <li><a href="/wiki/Science_education" title="Science education">Science</a></li> <li><a href="/wiki/Sex_education" title="Sex education">Sex</a></li> <li><a href="/wiki/Teacher_education" title="Teacher education">Teacher</a></li> <li><a href="/wiki/Technology_education" title="Technology education">Technology</a></li> <li><a href="/wiki/Values_education" title="Values education">Values</a></li> <li><a href="/wiki/Vocational_education" title="Vocational education">Vocational</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%"><a href="/wiki/Alternative_education" title="Alternative education">Alternative</a></th><td class="navbox-list-with-group navbox-list navbox-even" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Adult_education" title="Adult education">Adult education</a></li> <li><a href="/wiki/Autodidacticism" title="Autodidacticism">Autodidacticism</a></li> <li><a href="/wiki/Democratic_education" title="Democratic education">Democratic</a></li> <li><a href="/wiki/Education_reform" title="Education reform">Education reform</a></li> <li><a href="/wiki/Gifted_education" title="Gifted education">Gifted education</a></li> <li><a href="/wiki/Homeschooling" title="Homeschooling">Homeschooling</a></li> <li><a href="/wiki/Religious_education" title="Religious education">Religious education</a></li> <li><a href="/wiki/Special_education" title="Special education">Special education</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Concepts</th><td class="navbox-list-with-group navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/21st_century_skills" title="21st century skills">21st century skills</a></li> <li><a href="/wiki/Bloom%27s_taxonomy" title="Bloom's taxonomy">Bloom's taxonomy</a></li> <li><a href="/wiki/Cognitive_load" title="Cognitive load">Cognitive load</a></li> <li><a href="/wiki/Class_arrangement" title="Class arrangement">Class arrangement</a></li> <li><a href="/wiki/Critical_thinking" title="Critical thinking">Critical thinking</a></li> <li><a href="/wiki/Curriculum" title="Curriculum">Curriculum</a> <ul><li><a href="/wiki/Hidden_curriculum" title="Hidden curriculum">Hidden</a></li> <li><a href="/wiki/Curriculum_studies" title="Curriculum studies">Studies</a></li> <li><a href="/wiki/Curriculum_theory" title="Curriculum theory">Theory</a></li></ul></li> <li><a href="/wiki/Learning_theory_(education)" title="Learning theory (education)">Learning theory</a></li> <li><a href="/wiki/Lesson_plan" title="Lesson plan">Lesson plan</a></li> <li><a href="/wiki/Pedagogical_pattern" title="Pedagogical pattern">Pedagogical pattern</a></li> <li><a href="/wiki/Teacher_look" title="Teacher look">Teacher look</a></li> <li><a href="/wiki/Teacher_retention" title="Teacher retention">Teacher retention</a></li> <li><a href="/wiki/Teaching_method" title="Teaching method">Teaching method</a> <ul><li><a href="/wiki/Active_learning" title="Active learning">Active learning</a></li> <li><a href="/wiki/Blended_learning" title="Blended learning">Blended learning</a></li> <li><a href="/wiki/Contemplative_education" title="Contemplative education">Contemplative</a></li> <li><a href="/wiki/Demonstration_(teaching)" title="Demonstration (teaching)">Demonstration</a></li> <li><a href="/wiki/Dialogic_learning" title="Dialogic learning">Dialogic learning</a></li> <li><a href="/wiki/Experiential_learning" title="Experiential learning">Experiential</a></li> <li><a href="/wiki/Corrective_feedback" title="Corrective feedback">Feedback</a></li> <li><a href="/wiki/Passive_learning" title="Passive learning">Passive</a></li> <li><a href="/wiki/Peer_instruction" title="Peer instruction">Peer instruction</a></li> <li><a href="/wiki/Personalized_learning" class="mw-redirect" title="Personalized learning">Personalized</a></li> <li><a href="/wiki/Phenomenon-based_learning" title="Phenomenon-based learning">Phenomenon-based</a></li> <li><a href="/wiki/Problem-based_learning" title="Problem-based learning">Problem-based</a></li> <li><a href="/wiki/Project-based_learning" title="Project-based learning">Project-based</a></li> <li><a href="/wiki/Student-centered_learning" title="Student-centered learning">Student-centered</a></li> <li><a href="/wiki/Socratic_questioning" title="Socratic questioning">Socratic</a></li></ul></li> <li><a href="/wiki/Teaching_philosophy" title="Teaching philosophy">Teaching philosophy</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Wikimedia</th><td class="navbox-list-with-group navbox-list navbox-even" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="https://en.wikibooks.org/wiki/Subject:Education" class="extiw" title="b:Subject:Education">Books</a></li> <li><a href="https://en.wiktionary.org/wiki/education" class="extiw" title="wikt:education">Definitions</a></li> <li><a href="https://commons.wikimedia.org/wiki/Category:Education" class="extiw" title="commons:Category:Education">Images</a></li> <li><a href="https://en.wikiversity.org/wiki/Education" class="extiw" title="v:Education">Learning resources</a></li> <li><a href="https://en.wikinews.org/wiki/Portal:Education" class="extiw" title="n:Portal:Education">News</a></li> <li><a href="https://en.wikiquote.org/wiki/Education" class="extiw" title="q:Education">Quotes</a></li> <li><a href="https://en.wikisource.org/wiki/Education" class="extiw" title="s:Education">Texts</a></li></ul> </div></td></tr></tbody></table><div></div></td></tr><tr><td colspan="2" class="navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"></div><table class="nowraplinks mw-collapsible autocollapse navbox-subgroup" style="border-spacing:0"><tbody><tr><th scope="col" class="navbox-title" colspan="2" style="font-size: 90%;"><div id="Stages" style="font-size:114%;margin:0 4em"><a href="/wiki/Educational_stage" title="Educational stage">Stages</a></div></th></tr><tr><td colspan="2" class="navbox-list navbox-odd" style="width:100%;padding:0;background:transparent;color:inherit;"><div style="padding:0px"><table class="navbox-columns-table" style="border-spacing: 0px; text-align:left;width:100%;"><tbody><tr><td class="navbox-abovebelow" style="font-weight:bold;"><a href="/wiki/Early_childhood_education" title="Early childhood education">Early childhood education</a></td><td class="navbox-abovebelow" style="border-left:2px solid #fdfdfd;font-weight:bold;"><a href="/wiki/Primary_education" title="Primary education">Primary education</a></td><td class="navbox-abovebelow" style="border-left:2px solid #fdfdfd;font-weight:bold;"><a href="/wiki/Secondary_education" title="Secondary education">Secondary education</a></td><td class="navbox-abovebelow" style="border-left:2px solid #fdfdfd;font-weight:bold;"><a href="/wiki/Tertiary_education" title="Tertiary education">Tertiary education</a></td></tr><tr style="vertical-align:top"><td class="navbox-list" style="padding:0px;width:20%;"><div> </div><table class="nowraplinks navbox-subgroup" style="border-spacing:0"><tbody><tr><td colspan="2" class="navbox-list navbox-even" style="width:100%;padding:0;background:transparent;color:inherit;"><div style="padding:0px"><table class="navbox-columns-table" style="border-spacing: 0px; text-align:left;width:100%;"><tbody><tr><td class="navbox-abovebelow" style="font-weight:bold;"><a href="/wiki/Preschool" title="Preschool">Preschool</a> →</td><td class="navbox-abovebelow" style="border-left:2px solid #fdfdfd;font-weight:bold;"><a href="/wiki/Kindergarten" title="Kindergarten">Kindergarten</a> →</td></tr><tr style="vertical-align:top"></tr></tbody></table></div></td></tr></tbody></table><div> </div></td><td class="navbox-list" style="border-left:2px solid #fdfdfd;padding:0px;width:20%;"><div> </div><table class="nowraplinks navbox-subgroup" style="border-spacing:0"><tbody><tr><td colspan="2" class="navbox-list navbox-odd" style="width:100%;padding:0;background:transparent;color:inherit;"><div style="padding:0px"><table class="navbox-columns-table" style="border-spacing: 0px; text-align:left;width:100%;"><tbody><tr><td class="navbox-abovebelow" style="font-weight:bold;"><a href="/wiki/Primary_school" title="Primary school">Primary school</a> →</td></tr><tr style="vertical-align:top"><td class="navbox-list" style="padding:0px;text-align:center;width:50%;"><div> </div><table class="nowraplinks navbox-subgroup" style="border-spacing:0"><tbody><tr><td colspan="2" class="navbox-list navbox-even" style="width:100%;padding:0;background:transparent;color:inherit;"><div style="padding:0px"><table class="navbox-columns-table" style="border-spacing: 0px; text-align:left;width:100%;"><tbody><tr><td class="navbox-abovebelow" style="font-weight:bold;">Infant →</td><td class="navbox-abovebelow" style="border-left:2px solid #fdfdfd;font-weight:bold;">Junior →</td></tr><tr style="vertical-align:top"></tr></tbody></table></div></td></tr></tbody></table><div> </div></td></tr></tbody></table></div></td></tr></tbody></table><div> </div></td><td class="navbox-list" style="border-left:2px solid #fdfdfd;padding:0px;width:20%;"><div> </div><table class="nowraplinks navbox-subgroup" style="border-spacing:0"><tbody><tr><td colspan="2" class="navbox-list navbox-odd" style="width:100%;padding:0;background:transparent;color:inherit;"><div style="padding:0px"><table class="navbox-columns-table" style="border-spacing: 0px; text-align:left;width:100%;"><tbody><tr><td class="navbox-abovebelow" style="font-weight:bold;"><a href="/wiki/Secondary_school" title="Secondary school">Secondary school</a> →</td></tr><tr style="vertical-align:top"><td class="navbox-list" style="padding:0px;text-align:center;width:50%;"><div> </div><table class="nowraplinks navbox-subgroup" style="border-spacing:0"><tbody><tr><td colspan="2" class="navbox-list navbox-even" style="width:100%;padding:0;background:transparent;color:inherit;"><div style="padding:0px"><table class="navbox-columns-table" style="border-spacing: 0px; text-align:left;width:100%;"><tbody><tr><td class="navbox-abovebelow" style="font-weight:bold;"><a href="/wiki/Middle_school" title="Middle school">Middle school</a> →</td><td class="navbox-abovebelow" style="border-left:2px solid #fdfdfd;font-weight:bold;">High school →</td></tr><tr style="vertical-align:top"></tr></tbody></table></div></td></tr></tbody></table><div> </div></td></tr></tbody></table></div></td></tr></tbody></table><div> </div></td><td class="navbox-list" style="border-left:2px solid #fdfdfd;padding:0px;width:40%;"><div> </div><table class="nowraplinks navbox-subgroup" style="border-spacing:0"><tbody><tr><td colspan="2" class="navbox-list navbox-odd" style="width:100%;padding:0;background:transparent;color:inherit;"><div style="padding:0px"><table class="navbox-columns-table" style="border-spacing: 0px; text-align:left;width:100%;"><tbody><tr><td class="navbox-abovebelow" style="font-weight:bold;"><a href="/wiki/Higher_education" class="mw-redirect" title="Higher education">Higher education</a>  </td><td class="navbox-abovebelow" style="border-left:2px solid #fdfdfd;font-weight:bold;"><a href="/wiki/Vocational_education" title="Vocational education">Vocational</a></td><td class="navbox-abovebelow" style="border-left:2px solid #fdfdfd;font-weight:bold;"><a href="/wiki/Further_education" title="Further education">Further</a> (<a href="/wiki/Continuing_education" title="Continuing education">Continuing</a>)</td></tr><tr style="vertical-align:top"><td class="navbox-list" style="padding:0px;text-align:center;width:50%;"><div> </div><table class="nowraplinks navbox-subgroup" style="border-spacing:0"><tbody><tr><td colspan="2" class="navbox-list navbox-even" style="width:100%;padding:0;background:transparent;color:inherit;"><div style="padding:0px"><table class="navbox-columns-table" style="border-spacing: 0px; text-align:left;width:100%;"><tbody><tr><td class="navbox-abovebelow" style="font-weight:bold;"><a href="/wiki/Undergraduate_education" title="Undergraduate education">Undergraduate</a> →</td><td class="navbox-abovebelow" style="border-left:2px solid #fdfdfd;font-weight:bold;"><a href="/wiki/Postgraduate_education" title="Postgraduate education">Postgraduate</a>  </td></tr><tr style="vertical-align:top"></tr></tbody></table></div></td></tr></tbody></table><div> </div></td></tr></tbody></table></div></td></tr></tbody></table><div> </div></td></tr></tbody></table></div></td></tr><tr><td class="navbox-abovebelow" colspan="2"><div><div class="hlist"> <ul><li><a href="/wiki/File:Symbol_portal_class.svg" class="mw-file-description" title="Portal"><img alt="" src="//upload.wikimedia.org/wikipedia/en/thumb/e/e2/Symbol_portal_class.svg/16px-Symbol_portal_class.svg.png" decoding="async" width="16" height="16" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/en/thumb/e/e2/Symbol_portal_class.svg/23px-Symbol_portal_class.svg.png 1.5x, //upload.wikimedia.org/wikipedia/en/thumb/e/e2/Symbol_portal_class.svg/31px-Symbol_portal_class.svg.png 2x" data-file-width="180" data-file-height="185" /></a> <a href="/wiki/Portal:Education" class="mw-redirect" title="Portal:Education">Portal</a></li></ul> </div></div></td></tr></tbody></table><div></div></td></tr><tr><td colspan="2" class="navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"></div><table class="nowraplinks mw-collapsible mw-collapsed navbox-subgroup" style="border-spacing:0"><tbody><tr><th scope="col" class="navbox-title" colspan="2" style="font-size: 90%;"><div id="Education_by_region" style="font-size:114%;margin:0 4em">Education by region</div></th></tr><tr><td colspan="2" class="navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"></div><table class="nowraplinks mw-collapsible mw-collapsed navbox-subgroup" style="border-spacing:0"><tbody><tr><th scope="col" class="navbox-title" colspan="2" style="font-size:88%;"><div id="Education_in_Africa" style="font-size:114%;margin:0 4em"><a href="/wiki/Education_in_Africa" title="Education in Africa">Education in Africa </a></div></th></tr><tr><th scope="row" class="navbox-group" style="width:1%">Sovereign states</th><td class="navbox-list-with-group navbox-list navbox-odd hlist wraplinks" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Education_in_Algeria" title="Education in Algeria">Algeria</a></li> <li><a href="/wiki/Education_in_Angola" title="Education in Angola">Angola</a></li> <li><a href="/wiki/Education_in_Benin" title="Education in Benin">Benin</a></li> <li><a href="/wiki/Education_in_Botswana" title="Education in Botswana">Botswana</a></li> <li><a href="/wiki/Education_in_Burkina_Faso" title="Education in Burkina Faso">Burkina Faso</a></li> <li><a href="/wiki/Education_in_Burundi" title="Education in Burundi">Burundi</a></li> <li><a href="/wiki/Education_in_Cameroon" title="Education in Cameroon">Cameroon</a></li> <li><a href="/wiki/Education_in_Cape_Verde" title="Education in Cape Verde">Cape Verde</a></li> <li><a href="/wiki/Education_in_the_Central_African_Republic" title="Education in the Central African Republic">Central African Republic</a></li> <li><a href="/wiki/Education_in_Chad" title="Education in Chad">Chad</a></li> <li><a href="/wiki/Education_in_the_Comoros" title="Education in the Comoros">Comoros</a></li> <li><a href="/wiki/Education_in_the_Democratic_Republic_of_the_Congo" title="Education in the Democratic Republic of the Congo">Democratic Republic of the Congo</a></li> <li><a href="/wiki/Education_in_the_Republic_of_the_Congo" title="Education in the Republic of the Congo">Republic of the Congo</a></li> <li><a href="/wiki/Education_in_Djibouti" title="Education in Djibouti">Djibouti</a></li> <li><a href="/wiki/Education_in_Egypt" title="Education in Egypt">Egypt</a></li> <li><a href="/wiki/Education_in_Equatorial_Guinea" title="Education in Equatorial Guinea">Equatorial Guinea</a></li> <li><a href="/wiki/Education_in_Eritrea" title="Education in Eritrea">Eritrea</a></li> <li><a href="/wiki/Education_in_Eswatini" title="Education in Eswatini">Eswatini</a></li> <li><a href="/wiki/Education_in_Ethiopia" title="Education in Ethiopia">Ethiopia</a></li> <li><a href="/wiki/Education_in_Gabon" title="Education in Gabon">Gabon</a></li> <li><a href="/wiki/Education_in_the_Gambia" title="Education in the Gambia">The Gambia</a></li> <li><a href="/wiki/Education_in_Ghana" title="Education in Ghana">Ghana</a></li> <li><a href="/wiki/Education_in_Guinea" title="Education in Guinea">Guinea</a></li> <li><a href="/wiki/Education_in_Guinea-Bissau" title="Education in Guinea-Bissau">Guinea-Bissau</a></li> <li><a href="/wiki/Education_in_Ivory_Coast" title="Education in Ivory Coast">Ivory Coast</a></li> <li><a href="/wiki/Education_in_Kenya" title="Education in Kenya">Kenya</a></li> <li><a href="/wiki/Education_in_Lesotho" title="Education in Lesotho">Lesotho</a></li> <li><a href="/wiki/Education_in_Liberia" title="Education in Liberia">Liberia</a></li> <li><a href="/wiki/Education_in_Libya" title="Education in Libya">Libya</a></li> <li><a href="/wiki/Education_in_Madagascar" title="Education in Madagascar">Madagascar</a></li> <li><a href="/wiki/Education_in_Malawi" title="Education in Malawi">Malawi</a></li> <li><a href="/wiki/Education_in_Mali" title="Education in Mali">Mali</a></li> <li><a href="/wiki/Education_in_Mauritania" title="Education in Mauritania">Mauritania</a></li> <li><a href="/wiki/Education_in_Mauritius" title="Education in Mauritius">Mauritius</a></li> <li><a href="/wiki/Education_in_Morocco" title="Education in Morocco">Morocco</a></li> <li><a href="/wiki/Education_in_Mozambique" title="Education in Mozambique">Mozambique</a></li> <li><a href="/wiki/Education_in_Namibia" title="Education in Namibia">Namibia</a></li> <li><a href="/wiki/Education_in_Niger" title="Education in Niger">Niger</a></li> <li><a href="/wiki/Education_in_Nigeria" title="Education in Nigeria">Nigeria</a></li> <li><a href="/wiki/Education_in_Rwanda" title="Education in Rwanda">Rwanda</a></li> <li><a href="/wiki/Education_in_S%C3%A3o_Tom%C3%A9_and_Pr%C3%ADncipe" class="mw-redirect" title="Education in São Tomé and Príncipe">São Tomé and Príncipe</a></li> <li><a href="/wiki/Education_in_Senegal" title="Education in Senegal">Senegal</a></li> <li><a href="/wiki/Education_in_Seychelles" title="Education in Seychelles">Seychelles</a></li> <li><a href="/wiki/Education_in_Sierra_Leone" title="Education in Sierra Leone">Sierra Leone</a></li> <li><a href="/wiki/Education_in_Somalia" title="Education in Somalia">Somalia</a></li> <li><a href="/wiki/Education_in_South_Africa" title="Education in South Africa">South Africa</a></li> <li><a href="/wiki/Education_in_South_Sudan" title="Education in South Sudan">South Sudan</a></li> <li><a href="/wiki/Education_in_Sudan" title="Education in Sudan">Sudan</a></li> <li><a href="/wiki/Education_in_Tanzania" title="Education in Tanzania">Tanzania</a></li> <li><a href="/wiki/Education_in_Togo" title="Education in Togo">Togo</a></li> <li><a href="/wiki/Education_in_Tunisia" title="Education in Tunisia">Tunisia</a></li> <li><a href="/wiki/Education_in_Uganda" title="Education in Uganda">Uganda</a></li> <li><a href="/wiki/Education_in_Zambia" title="Education in Zambia">Zambia</a></li> <li><a href="/wiki/Education_in_Zimbabwe" title="Education in Zimbabwe">Zimbabwe</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%"><div style="display: inline-block; line-height: 1.2em; padding: .1em 0;">States with limited recognition</div></th><td class="navbox-list-with-group navbox-list navbox-even hlist wraplinks" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/w/index.php?title=Education_in_the_Sahrawi_Arab_Democratic_Republic&action=edit&redlink=1" class="new" title="Education in the Sahrawi Arab Democratic Republic (page does not exist)">Sahrawi Arab Democratic Republic</a></li> <li><a href="/wiki/Education_in_Somaliland" title="Education in Somaliland">Somaliland</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%"><div style="display: inline-block; line-height: 1.2em; padding: .1em 0;">Dependencies and other territories</div></th><td class="navbox-list-with-group navbox-list navbox-odd hlist wraplinks" style="width:100%;padding:0"><div style="padding:0 0.25em"><div> <ul><li><a href="/w/index.php?title=Education_in_the_Canary_Islands&action=edit&redlink=1" class="new" title="Education in the Canary Islands (page does not exist)">Canary Islands</a> / <a href="/w/index.php?title=Education_in_Ceuta&action=edit&redlink=1" class="new" title="Education in Ceuta (page does not exist)">Ceuta</a> / <a href="/w/index.php?title=Education_in_Melilla&action=edit&redlink=1" class="new" title="Education in Melilla (page does not exist)">Melilla</a>  (Spain)</li> <li><a href="/w/index.php?title=Education_in_Madeira&action=edit&redlink=1" class="new" title="Education in Madeira (page does not exist)">Madeira</a> (Portugal)</li> <li><a href="/w/index.php?title=Education_in_Mayotte&action=edit&redlink=1" class="new" title="Education in Mayotte (page does not exist)">Mayotte</a> / <a href="/w/index.php?title=Education_in_R%C3%A9union&action=edit&redlink=1" class="new" title="Education in Réunion (page does not exist)">Réunion</a> (France)</li> <li><a href="/wiki/Education_in_Saint_Helena" class="mw-redirect" title="Education in Saint Helena">Saint Helena</a> / <a href="/w/index.php?title=Education_in_Ascension_Island&action=edit&redlink=1" class="new" title="Education in Ascension Island (page does not exist)">Ascension Island</a> / <a href="/wiki/Education_in_Tristan_da_Cunha" class="mw-redirect" title="Education in Tristan da Cunha">Tristan da Cunha</a> (United Kingdom)</li></ul> </div></div></td></tr></tbody></table><div> </div><table class="nowraplinks mw-collapsible mw-collapsed navbox-subgroup" style="border-spacing:0"><tbody><tr><th scope="col" class="navbox-title" colspan="2" style="font-size:88%;"><div id="Education_in_Asia" style="font-size:114%;margin:0 4em"><a href="/wiki/Education_in_Asia" title="Education in Asia">Education in Asia </a></div></th></tr><tr><th scope="row" class="navbox-group" style="width:1%"><a href="/wiki/List_of_sovereign_states" title="List of sovereign states">Sovereign states</a></th><td class="navbox-list-with-group navbox-list navbox-even hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Education_in_Afghanistan" title="Education in Afghanistan">Afghanistan</a></li> <li><a href="/wiki/Education_in_Armenia" title="Education in Armenia">Armenia</a></li> <li><a href="/wiki/Education_in_Azerbaijan" title="Education in Azerbaijan">Azerbaijan</a></li> <li><a href="/wiki/Education_in_Bahrain" title="Education in Bahrain">Bahrain</a></li> <li><a href="/wiki/Education_in_Bangladesh" title="Education in Bangladesh">Bangladesh</a></li> <li><a href="/wiki/Education_in_Bhutan" title="Education in Bhutan">Bhutan</a></li> <li><a href="/wiki/Education_in_Brunei" title="Education in Brunei">Brunei</a></li> <li><a href="/wiki/Education_in_Cambodia" title="Education in Cambodia">Cambodia</a></li> <li><a href="/wiki/Education_in_China" title="Education in China">China</a></li> <li><a href="/wiki/Education_in_Cyprus" title="Education in Cyprus">Cyprus</a></li> <li><a href="/wiki/Education_in_East_Timor" class="mw-redirect" title="Education in East Timor">East Timor (Timor-Leste)</a></li> <li><a href="/wiki/Education_in_Egypt" title="Education in Egypt">Egypt</a></li> <li><a href="/wiki/Education_in_Georgia_(country)" title="Education in Georgia (country)">Georgia</a></li> <li><a href="/wiki/Education_in_India" title="Education in India">India</a></li> <li><a href="/wiki/Education_in_Indonesia" title="Education in Indonesia">Indonesia</a></li> <li><a href="/wiki/Education_in_Iran" title="Education in Iran">Iran</a></li> <li><a href="/wiki/Education_in_Iraq" title="Education in Iraq">Iraq</a></li> <li><a href="/wiki/Education_in_Israel" title="Education in Israel">Israel</a></li> <li><a href="/wiki/Education_in_Japan" title="Education in Japan">Japan</a></li> <li><a href="/wiki/Education_in_Jordan" title="Education in Jordan">Jordan</a></li> <li><a href="/wiki/Education_in_Kazakhstan" title="Education in Kazakhstan">Kazakhstan</a></li> <li><a href="/wiki/Education_in_North_Korea" title="Education in North Korea">North Korea</a></li> <li><a href="/wiki/Education_in_South_Korea" title="Education in South Korea">South Korea</a></li> <li><a href="/wiki/Education_in_Kuwait" title="Education in Kuwait">Kuwait</a></li> <li><a href="/wiki/Education_in_Kyrgyzstan" title="Education in Kyrgyzstan">Kyrgyzstan</a></li> <li><a href="/wiki/Education_in_Laos" title="Education in Laos">Laos</a></li> <li><a href="/wiki/Education_in_Lebanon" title="Education in Lebanon">Lebanon</a></li> <li><a href="/wiki/Education_in_Malaysia" title="Education in Malaysia">Malaysia</a></li> <li><a href="/wiki/Education_in_the_Maldives" title="Education in the Maldives">Maldives</a></li> <li><a href="/wiki/Education_in_Mongolia" title="Education in Mongolia">Mongolia</a></li> <li><a href="/wiki/Education_in_Myanmar" title="Education in Myanmar">Myanmar</a></li> <li><a href="/wiki/Education_in_Nepal" title="Education in Nepal">Nepal</a></li> <li><a href="/wiki/Education_in_Oman" title="Education in Oman">Oman</a></li> <li><a href="/wiki/Education_in_Pakistan" title="Education in Pakistan">Pakistan</a></li> <li><a href="/wiki/Education_in_the_Philippines" title="Education in the Philippines">Philippines</a></li> <li><a href="/wiki/Education_in_Qatar" title="Education in Qatar">Qatar</a></li> <li><a href="/wiki/Education_in_Russia" title="Education in Russia">Russia</a></li> <li><a href="/wiki/Education_in_Saudi_Arabia" title="Education in Saudi Arabia">Saudi Arabia</a></li> <li><a href="/wiki/Education_in_Singapore" title="Education in Singapore">Singapore</a></li> <li><a href="/wiki/Education_in_Sri_Lanka" title="Education in Sri Lanka">Sri Lanka</a></li> <li><a href="/wiki/Education_in_Syria" title="Education in Syria">Syria</a></li> <li><a href="/wiki/Education_in_Tajikistan" title="Education in Tajikistan">Tajikistan</a></li> <li><a href="/wiki/Education_in_Thailand" title="Education in Thailand">Thailand</a></li> <li><a href="/wiki/Education_in_Turkey" title="Education in Turkey">Turkey</a></li> <li><a href="/wiki/Education_in_Turkmenistan" title="Education in Turkmenistan">Turkmenistan</a></li> <li><a href="/wiki/Education_in_the_United_Arab_Emirates" title="Education in the United Arab Emirates">United Arab Emirates</a></li> <li><a href="/wiki/Education_in_Uzbekistan" title="Education in Uzbekistan">Uzbekistan</a></li> <li><a href="/wiki/Education_in_Vietnam" title="Education in Vietnam">Vietnam</a></li> <li><a href="/wiki/Education_in_Yemen" title="Education in Yemen">Yemen</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%"><a href="/wiki/List_of_states_with_limited_recognition" title="List of states with limited recognition">States with limited recognition</a></th><td class="navbox-list-with-group navbox-list navbox-odd hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/w/index.php?title=Education_in_Abkhazia&action=edit&redlink=1" class="new" title="Education in Abkhazia (page does not exist)">Abkhazia</a></li> <li><a href="/wiki/Education_in_Northern_Cyprus" title="Education in Northern Cyprus">Northern Cyprus</a></li> <li><a href="/wiki/Education_in_the_State_of_Palestine" title="Education in the State of Palestine">Palestine</a></li> <li><a href="/w/index.php?title=Education_in_South_Ossetia&action=edit&redlink=1" class="new" title="Education in South Ossetia (page does not exist)">South Ossetia</a></li> <li><a href="/wiki/Education_in_Taiwan" title="Education in Taiwan">Taiwan</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%"><a href="/wiki/Dependent_territory" title="Dependent territory">Dependencies</a> and other territories</th><td class="navbox-list-with-group navbox-list navbox-even hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/w/index.php?title=Education_in_the_British_Indian_Ocean_Territory&action=edit&redlink=1" class="new" title="Education in the British Indian Ocean Territory (page does not exist)">British Indian Ocean Territory</a></li> <li><a href="/w/index.php?title=Education_in_Christmas_Island&action=edit&redlink=1" class="new" title="Education in Christmas Island (page does not exist)">Christmas Island</a></li> <li><a href="/w/index.php?title=Education_in_the_Cocos_(Keeling)_Islands&action=edit&redlink=1" class="new" title="Education in the Cocos (Keeling) Islands (page does not exist)">Cocos (Keeling) Islands</a></li> <li><a href="/wiki/Education_in_Hong_Kong" title="Education in Hong Kong">Hong Kong</a></li> <li><a href="/wiki/Education_in_Macau" title="Education in Macau">Macau</a></li></ul> </div></td></tr><tr><td class="navbox-abovebelow hlist" colspan="2"><div> <ul><li><img alt="" src="//upload.wikimedia.org/wikipedia/en/thumb/9/96/Symbol_category_class.svg/16px-Symbol_category_class.svg.png" decoding="async" width="16" height="16" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/en/thumb/9/96/Symbol_category_class.svg/23px-Symbol_category_class.svg.png 1.5x, //upload.wikimedia.org/wikipedia/en/thumb/9/96/Symbol_category_class.svg/31px-Symbol_category_class.svg.png 2x" data-file-width="180" data-file-height="185" /> <a href="/wiki/Category:Asia" title="Category:Asia">Category</a></li> <li><a href="/wiki/File:Symbol_portal_class.svg" class="mw-file-description" title="Portal"><img alt="" src="//upload.wikimedia.org/wikipedia/en/thumb/e/e2/Symbol_portal_class.svg/16px-Symbol_portal_class.svg.png" decoding="async" width="16" height="16" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/en/thumb/e/e2/Symbol_portal_class.svg/23px-Symbol_portal_class.svg.png 1.5x, //upload.wikimedia.org/wikipedia/en/thumb/e/e2/Symbol_portal_class.svg/31px-Symbol_portal_class.svg.png 2x" data-file-width="180" data-file-height="185" /></a> <a href="/wiki/Portal:Asia" title="Portal:Asia">Asia portal</a></li></ul> </div></td></tr></tbody></table><div> </div><table class="nowraplinks mw-collapsible mw-collapsed navbox-subgroup" style="border-spacing:0"><tbody><tr><th scope="col" class="navbox-title" colspan="2" style="font-size:88%;"><div id="Education_in_Europe" style="font-size:114%;margin:0 4em"><a href="/wiki/Education_in_Europe" class="mw-redirect" title="Education in Europe">Education in Europe </a></div></th></tr><tr><th scope="row" class="navbox-group" style="width:1%">Sovereign states</th><td class="navbox-list-with-group navbox-list navbox-odd hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Education_in_Albania" title="Education in Albania">Albania</a></li> <li><a href="/wiki/Education_in_Andorra" class="mw-redirect" title="Education in Andorra">Andorra</a></li> <li><a href="/wiki/Education_in_Armenia" title="Education in Armenia">Armenia</a></li> <li><a href="/wiki/Education_in_Austria" title="Education in Austria">Austria</a></li> <li><a href="/wiki/Education_in_Azerbaijan" title="Education in Azerbaijan">Azerbaijan</a></li> <li><a href="/wiki/Education_in_Belarus" title="Education in Belarus">Belarus</a></li> <li><a href="/wiki/Education_in_Belgium" title="Education in Belgium">Belgium</a></li> <li><a href="/wiki/Education_in_Bosnia_and_Herzegovina" title="Education in Bosnia and Herzegovina">Bosnia and Herzegovina</a></li> <li><a href="/wiki/Education_in_Bulgaria" title="Education in Bulgaria">Bulgaria</a></li> <li><a href="/wiki/Education_in_Croatia" title="Education in Croatia">Croatia</a></li> <li><a href="/wiki/Education_in_Cyprus" title="Education in Cyprus">Cyprus</a></li> <li><a href="/wiki/Education_in_the_Czech_Republic" title="Education in the Czech Republic">Czech Republic</a></li> <li><a href="/wiki/Education_in_Denmark" title="Education in Denmark">Denmark</a></li> <li><a href="/wiki/Education_in_Estonia" title="Education in Estonia">Estonia</a></li> <li><a href="/wiki/Education_in_Finland" title="Education in Finland">Finland</a></li> <li><a href="/wiki/Education_in_France" title="Education in France">France</a></li> <li><a href="/wiki/Education_in_Georgia_(country)" title="Education in Georgia (country)">Georgia</a></li> <li><a href="/wiki/Education_in_Germany" title="Education in Germany">Germany</a></li> <li><a href="/wiki/Education_in_Greece" title="Education in Greece">Greece</a></li> <li><a href="/wiki/Education_in_Hungary" title="Education in Hungary">Hungary</a></li> <li><a href="/wiki/Education_in_Iceland" title="Education in Iceland">Iceland</a></li> <li><a href="/wiki/Education_in_the_Republic_of_Ireland" title="Education in the Republic of Ireland">Ireland</a></li> <li class="mw-empty-elt"></li> <li><a href="/wiki/Education_in_Italy" title="Education in Italy">Italy</a></li> <li><a href="/wiki/Education_in_Kazakhstan" title="Education in Kazakhstan">Kazakhstan</a></li> <li><a href="/wiki/Education_in_Latvia" title="Education in Latvia">Latvia</a></li> <li><a href="/wiki/Education_in_Liechtenstein" title="Education in Liechtenstein">Liechtenstein</a></li> <li><a href="/wiki/Education_in_Lithuania" title="Education in Lithuania">Lithuania</a></li> <li><a href="/wiki/Education_in_Luxembourg" title="Education in Luxembourg">Luxembourg</a></li> <li><a href="/wiki/Education_in_Malta" title="Education in Malta">Malta</a></li> <li><a href="/wiki/Education_in_Moldova" title="Education in Moldova">Moldova</a></li> <li><a href="/wiki/Education_in_Monaco" class="mw-redirect" title="Education in Monaco">Monaco</a></li> <li><a href="/wiki/Education_in_Montenegro" title="Education in Montenegro">Montenegro</a></li> <li><a href="/wiki/Education_in_the_Netherlands" title="Education in the Netherlands">Netherlands</a></li> <li><a href="/wiki/Education_in_North_Macedonia" title="Education in North Macedonia">North Macedonia</a></li> <li><a href="/wiki/Education_in_Norway" title="Education in Norway">Norway</a></li> <li><a href="/wiki/Education_in_Poland" title="Education in Poland">Poland</a></li> <li><a href="/wiki/Education_in_Portugal" title="Education in Portugal">Portugal</a></li> <li><a href="/wiki/Education_in_Romania" title="Education in Romania">Romania</a></li> <li><a href="/wiki/Education_in_Russia" title="Education in Russia">Russia</a></li> <li><a href="/wiki/Education_in_San_Marino" title="Education in San Marino">San Marino</a></li> <li><a href="/wiki/Education_in_Serbia" title="Education in Serbia">Serbia</a></li> <li><a href="/wiki/Education_in_Slovakia" title="Education in Slovakia">Slovakia</a></li> <li><a href="/wiki/Education_in_Slovenia" title="Education in Slovenia">Slovenia</a></li> <li><a href="/wiki/Education_in_Spain" title="Education in Spain">Spain</a></li> <li><a href="/wiki/Education_in_Sweden" title="Education in Sweden">Sweden</a></li> <li><a href="/wiki/Education_in_Switzerland" title="Education in Switzerland">Switzerland</a></li> <li><a href="/wiki/Education_in_Turkey" title="Education in Turkey">Turkey</a></li> <li><a href="/wiki/Education_in_Ukraine" title="Education in Ukraine">Ukraine</a></li> <li><a href="/wiki/Education_in_the_United_Kingdom" title="Education in the United Kingdom">United Kingdom</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">States with limited recognition</th><td class="navbox-list-with-group navbox-list navbox-even hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/w/index.php?title=Education_in_Abkhazia&action=edit&redlink=1" class="new" title="Education in Abkhazia (page does not exist)">Abkhazia</a></li> <li><a href="/wiki/Education_in_Kosovo" title="Education in Kosovo">Kosovo</a></li> <li><a href="/wiki/Education_in_Northern_Cyprus" title="Education in Northern Cyprus">Northern Cyprus</a></li> <li><a href="/w/index.php?title=Education_in_South_Ossetia&action=edit&redlink=1" class="new" title="Education in South Ossetia (page does not exist)">South Ossetia</a></li> <li><a href="/w/index.php?title=Education_in_Transnistria&action=edit&redlink=1" class="new" title="Education in Transnistria (page does not exist)">Transnistria</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Dependencies and other entities</th><td class="navbox-list-with-group navbox-list navbox-odd hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Education_in_%C3%85land" title="Education in Åland">Åland</a></li> <li><a href="/wiki/Education_in_the_Faroe_Islands" title="Education in the Faroe Islands">Faroe Islands</a></li> <li><a href="/wiki/Education_in_Gibraltar" title="Education in Gibraltar">Gibraltar</a></li> <li><a href="/wiki/Education_in_Guernsey" title="Education in Guernsey">Guernsey</a></li> <li><a href="/wiki/Education_in_the_Isle_of_Man" title="Education in the Isle of Man">Isle of Man</a></li> <li><a href="/wiki/Education_in_Jersey" title="Education in Jersey">Jersey</a></li> <li><a href="/w/index.php?title=Education_in_Svalbard&action=edit&redlink=1" class="new" title="Education in Svalbard (page does not exist)">Svalbard</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Other entities</th><td class="navbox-list-with-group navbox-list navbox-even hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Education_in_the_European_Union" class="mw-redirect" title="Education in the European Union">European Union</a></li></ul> </div></td></tr></tbody></table><div> </div><table class="nowraplinks mw-collapsible mw-collapsed navbox-subgroup" style="border-spacing:0"><tbody><tr><th scope="col" class="navbox-title" colspan="2" style="font-size:88%;"><div id="Education_in_North_America" style="font-size:114%;margin:0 4em">Education in North America</div></th></tr><tr><th scope="row" class="navbox-group" style="width:1%">Sovereign states</th><td class="navbox-list-with-group navbox-list navbox-odd hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Education_in_Antigua_and_Barbuda" title="Education in Antigua and Barbuda">Antigua and Barbuda</a></li> <li><a href="/wiki/Education_in_the_Bahamas" title="Education in the Bahamas">Bahamas</a></li> <li><a href="/wiki/Education_in_Barbados" title="Education in Barbados">Barbados</a></li> <li><a href="/wiki/Education_in_Belize" title="Education in Belize">Belize</a></li> <li><a href="/wiki/Education_in_Canada" title="Education in Canada">Canada</a></li> <li><a href="/wiki/Education_in_Costa_Rica" title="Education in Costa Rica">Costa Rica</a></li> <li><a href="/wiki/Education_in_Cuba" title="Education in Cuba">Cuba</a></li> <li><a href="/wiki/Education_in_Dominica" title="Education in Dominica">Dominica</a></li> <li><a href="/wiki/Education_in_the_Dominican_Republic" title="Education in the Dominican Republic">Dominican Republic</a></li> <li><a href="/wiki/Education_in_El_Salvador" title="Education in El Salvador">El Salvador</a></li> <li><a href="/wiki/Education_in_Grenada" title="Education in Grenada">Grenada</a></li> <li><a href="/wiki/Education_in_Guatemala" title="Education in Guatemala">Guatemala</a></li> <li><a href="/wiki/Education_in_Haiti" title="Education in Haiti">Haiti</a></li> <li><a href="/wiki/Education_in_Honduras" title="Education in Honduras">Honduras</a></li> <li><a href="/wiki/Education_in_Jamaica" title="Education in Jamaica">Jamaica</a></li> <li><a href="/wiki/Education_in_Mexico" title="Education in Mexico">Mexico</a></li> <li><a href="/wiki/Education_in_Nicaragua" title="Education in Nicaragua">Nicaragua</a></li> <li><a href="/wiki/Education_in_Panama" title="Education in Panama">Panama</a></li> <li><a href="/wiki/Education_in_Saint_Kitts_and_Nevis" title="Education in Saint Kitts and Nevis">Saint Kitts and Nevis</a></li> <li><a href="/wiki/Education_in_Saint_Lucia" title="Education in Saint Lucia">Saint Lucia</a></li> <li><a href="/wiki/Education_in_Saint_Vincent_and_the_Grenadines" title="Education in Saint Vincent and the Grenadines">Saint Vincent and the Grenadines</a></li> <li><a href="/wiki/Education_in_Trinidad_and_Tobago" title="Education in Trinidad and Tobago">Trinidad and Tobago</a></li> <li><a href="/wiki/Education_in_the_United_States" title="Education in the United States">United States</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%"><div style="display: inline-block; line-height: 1.2em; padding: .1em 0;">Dependencies and other territories</div></th><td class="navbox-list-with-group navbox-list navbox-even hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Education_in_Anguilla" title="Education in Anguilla">Anguilla</a></li> <li><a href="/wiki/Education_in_Aruba" class="mw-redirect" title="Education in Aruba">Aruba</a></li> <li><a href="/wiki/Education_in_Bermuda" class="mw-redirect" title="Education in Bermuda">Bermuda</a></li> <li><a href="/w/index.php?title=Education_in_Bonaire&action=edit&redlink=1" class="new" title="Education in Bonaire (page does not exist)">Bonaire</a></li> <li><a href="/wiki/Education_in_the_British_Virgin_Islands" title="Education in the British Virgin Islands">British Virgin Islands</a></li> <li><a href="/wiki/Education_in_the_Cayman_Islands" title="Education in the Cayman Islands">Cayman Islands</a></li> <li><a href="/w/index.php?title=Education_in_Cura%C3%A7ao&action=edit&redlink=1" class="new" title="Education in Curaçao (page does not exist)">Curaçao</a></li> <li><a href="/wiki/Education_in_Greenland" title="Education in Greenland">Greenland</a></li> <li><a href="/wiki/Education_in_Guadeloupe" class="mw-redirect" title="Education in Guadeloupe">Guadeloupe</a></li> <li><a href="/w/index.php?title=Education_in_Martinique&action=edit&redlink=1" class="new" title="Education in Martinique (page does not exist)">Martinique</a></li> <li><a href="/wiki/Education_in_Montserrat" title="Education in Montserrat">Montserrat</a></li> <li><a href="/wiki/Education_in_Puerto_Rico" title="Education in Puerto Rico">Puerto Rico</a></li> <li><a href="/w/index.php?title=Education_in_Saint_Barth%C3%A9lemy&action=edit&redlink=1" class="new" title="Education in Saint Barthélemy (page does not exist)">Saint Barthélemy</a></li> <li><a href="/w/index.php?title=Education_in_the_Collectivity_of_Saint_Martin&action=edit&redlink=1" class="new" title="Education in the Collectivity of Saint Martin (page does not exist)">Saint Martin</a></li> <li><a href="/w/index.php?title=Education_in_Saint_Pierre_and_Miquelon&action=edit&redlink=1" class="new" title="Education in Saint Pierre and Miquelon (page does not exist)">Saint Pierre and Miquelon</a></li> <li><a href="/w/index.php?title=Education_in_Saba_(island)&action=edit&redlink=1" class="new" title="Education in Saba (island) (page does not exist)">Saba</a></li> <li><a href="/w/index.php?title=Education_in_Sint_Eustatius&action=edit&redlink=1" class="new" title="Education in Sint Eustatius (page does not exist)">Sint Eustatius</a></li> <li><a href="/w/index.php?title=Education_in_Sint_Maarten&action=edit&redlink=1" class="new" title="Education in Sint Maarten (page does not exist)">Sint Maarten</a></li> <li><a href="/wiki/Education_in_the_Turks_and_Caicos_Islands" class="mw-redirect" title="Education in the Turks and Caicos Islands">Turks and Caicos Islands</a></li> <li><a href="/wiki/Education_in_the_United_States_Virgin_Islands" class="mw-redirect" title="Education in the United States Virgin Islands">United States Virgin Islands</a></li></ul> </div></td></tr></tbody></table><div> </div><table class="nowraplinks mw-collapsible mw-collapsed navbox-subgroup" style="border-spacing:0"><tbody><tr><th scope="col" class="navbox-title" colspan="2" style="font-size:88%;"><div id="Education_in_Oceania" style="font-size:114%;margin:0 4em">Education in Oceania</div></th></tr><tr><th scope="row" class="navbox-group" style="width:1%">Sovereign states</th><td class="navbox-list-with-group navbox-list navbox-odd hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Education_in_Australia" title="Education in Australia">Australia</a></li> <li><a href="/wiki/Education_in_the_Federated_States_of_Micronesia" title="Education in the Federated States of Micronesia">Federated States of Micronesia</a></li> <li><a href="/wiki/Education_in_Fiji" title="Education in Fiji">Fiji</a></li> <li><a href="/wiki/Education_in_Kiribati" title="Education in Kiribati">Kiribati</a></li> <li><a href="/wiki/Education_in_the_Marshall_Islands" class="mw-redirect" title="Education in the Marshall Islands">Marshall Islands</a></li> <li><a href="/wiki/Education_in_Nauru" title="Education in Nauru">Nauru</a></li> <li><a href="/wiki/Education_in_New_Zealand" title="Education in New Zealand">New Zealand</a></li> <li><a href="/wiki/Education_in_Palau" class="mw-redirect" title="Education in Palau">Palau</a></li> <li><a href="/wiki/Education_in_Papua_New_Guinea" title="Education in Papua New Guinea">Papua New Guinea</a></li> <li><a href="/wiki/Education_in_Samoa" class="mw-redirect" title="Education in Samoa">Samoa</a></li> <li><a href="/w/index.php?title=Education_in_Solomon_Islands&action=edit&redlink=1" class="new" title="Education in Solomon Islands (page does not exist)">Solomon Islands</a></li> <li><a href="/wiki/Education_in_Tonga" title="Education in Tonga">Tonga</a></li> <li><a href="/wiki/Education_in_Tuvalu" class="mw-redirect" title="Education in Tuvalu">Tuvalu</a></li> <li><a href="/wiki/Education_in_Vanuatu" class="mw-redirect" title="Education in Vanuatu">Vanuatu</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Associated states of New Zealand</th><td class="navbox-list-with-group navbox-list navbox-even hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Education_in_the_Cook_Islands" title="Education in the Cook Islands">Cook Islands</a></li> <li><a href="/wiki/Education_in_Niue" title="Education in Niue">Niue</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Dependencies and other territories</th><td class="navbox-list-with-group navbox-list navbox-odd hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Education_in_American_Samoa" class="mw-redirect" title="Education in American Samoa">American Samoa</a></li> <li><a href="/w/index.php?title=Education_in_Christmas_Island&action=edit&redlink=1" class="new" title="Education in Christmas Island (page does not exist)">Christmas Island</a></li> <li><a href="/w/index.php?title=Education_in_the_Cocos_(Keeling)_Islands&action=edit&redlink=1" class="new" title="Education in the Cocos (Keeling) Islands (page does not exist)">Cocos (Keeling) Islands</a></li> <li><a href="/w/index.php?title=Education_in_Easter_Island&action=edit&redlink=1" class="new" title="Education in Easter Island (page does not exist)">Easter Island</a></li> <li><a href="/wiki/Education_in_French_Polynesia" class="mw-redirect" title="Education in French Polynesia">French Polynesia</a></li> <li><a href="/wiki/Education_in_Guam" class="mw-redirect" title="Education in Guam">Guam</a></li> <li><a href="/wiki/Education_in_Hawaii" class="mw-redirect" title="Education in Hawaii">Hawaii</a></li> <li><a href="/w/index.php?title=Education_in_New_Caledonia&action=edit&redlink=1" class="new" title="Education in New Caledonia (page does not exist)">New Caledonia</a></li> <li><a href="/w/index.php?title=Education_in_Norfolk_Island&action=edit&redlink=1" class="new" title="Education in Norfolk Island (page does not exist)">Norfolk Island</a></li> <li><a href="/wiki/Education_in_the_Northern_Mariana_Islands" title="Education in the Northern Mariana Islands">Northern Mariana Islands</a></li> <li><a href="/wiki/Education_in_the_Pitcairn_Islands" class="mw-redirect" title="Education in the Pitcairn Islands">Pitcairn Islands</a></li> <li><a href="/wiki/Education_in_Tokelau" title="Education in Tokelau">Tokelau</a></li> <li><a href="/w/index.php?title=Education_in_Wallis_and_Futuna&action=edit&redlink=1" class="new" title="Education in Wallis and Futuna (page does not exist)">Wallis and Futuna</a></li></ul> </div></td></tr></tbody></table><div> </div><table class="nowraplinks mw-collapsible mw-collapsed navbox-subgroup" style="border-spacing:0"><tbody><tr><th scope="col" class="navbox-title" colspan="2" style="font-size:88%;"><div id="Education_in_South_America" style="font-size:114%;margin:0 4em">Education in South America</div></th></tr><tr><th scope="row" class="navbox-group" style="width:1%"><a href="/wiki/List_of_sovereign_states" title="List of sovereign states">Sovereign states</a></th><td class="navbox-list-with-group navbox-list navbox-even hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Education_in_Argentina" title="Education in Argentina">Argentina</a></li> <li><a href="/wiki/Education_in_Bolivia" title="Education in Bolivia">Bolivia</a></li> <li><a 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