Shaping AI and Edtech to Tackle Australia’s Learning Divide

Loble, L; Hawcroft, A

Shaping AI and Edtech to Tackle Australia’s Learning Divide

Loble, L Hawcroft, A

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Publisher:: University of Technology Sydney
Publication Type:: Report
Citation:: 2022
Issue Date:: 2022-12-06

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Field	Value	Language
dc.contributor.author	Loble, L
dc.contributor.author	Hawcroft, A
dc.date.accessioned	2022-10-23T22:15:09Z
dc.date.available	2022-10-23T22:15:09Z
dc.date.issued	2022-12-06
dc.identifier.citation	2022
dc.identifier.uri	http://hdl.handle.net/10453/162604
dc.description.abstract	The global market for artificial intelligence (AI) and education technology (edtech) applications is booming – more than one billion students are forecast consumers – but Australian schools, educators and parents are largely flying blind when it comes to knowing whether these will work, and do so safely. With the widening gap between Australia’s most and least advantaged learners, and a digital divide compounded by COVID-enforced remote learning, Industry Professor and Paul Ramsay Foundation Fellow Leslie Loble AM examines whether high-quality edtech can, in the right environment, improve outcomes for disadvantaged and vulnerable students. The report Shaping AI and edtech to tackle Australia’s learning divide assesses current evidence and critical issues, finding many potential benefits to adopting these technologies – but only if they are well-designed, well-used and well-governed. Expanding evidence shows that high-quality edtech, when used in the right environment, can improve outcomes for disadvantaged students through better support for teachers, earlier diagnosis of learning needs and greater access to personalised learning. Three key conditions must be met for optimum impact: the quality of the tools; their effective use and integration into teacher-led instruction; and the network of policies, institutions and incentives that shape this fast-growing market. The report offers ten solutions across government, philanthropy and industry to ensure Australian students will access the highest quality edtech, proven to deliver learning progress, aligned to curriculum standards and to expectations for both achievement and equity. Together, these solutions also could establish Australia as a global leader in shaping edtech for widespread education benefit.
dc.language	en
dc.publisher	University of Technology Sydney
dc.rights	info:eu-repo/semantics/openAccess
dc.title	Shaping AI and Edtech to Tackle Australia’s Learning Divide
dc.type	Report
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Provost
utslib.copyright.status	open_access	*
pubs.consider-herdc	false
dc.rights.license	With the exception of the UTS branding, content provided by third parties, and any material protected by a trademark, all material presented in this publication is licensed under a Creative Commons Attribution–NonCommercial-NoDerivative Works 4.0 (CC BY-NC-ND 4.0) licence. The full licence terms are available at https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.date.updated	2022-10-23T22:15:07Z
dc.identifier.doi	10.57956/kxye-qd93
pubs.commissioning-body	Paul Ramsay Foundation
pubs.confidential	true
pubs.place-of-publication	Sydney, NSW Australia
pubs.publication-status	Published
dc.location	Sydney, NSW Australia

Abstract:

The global market for artificial intelligence (AI) and education technology (edtech) applications is booming – more than one billion students are forecast consumers – but Australian schools, educators and parents are largely flying blind when it comes to knowing whether these will work, and do so safely. With the widening gap between Australia’s most and least advantaged learners, and a digital divide compounded by COVID-enforced remote learning, Industry Professor and Paul Ramsay Foundation Fellow Leslie Loble AM examines whether high-quality edtech can, in the right environment, improve outcomes for disadvantaged and vulnerable students. The report Shaping AI and edtech to tackle Australia’s learning divide assesses current evidence and critical issues, finding many potential benefits to adopting these technologies – but only if they are well-designed, well-used and well-governed. Expanding evidence shows that high-quality edtech, when used in the right environment, can improve outcomes for disadvantaged students through better support for teachers, earlier diagnosis of learning needs and greater access to personalised learning. Three key conditions must be met for optimum impact: the quality of the tools; their effective use and integration into teacher-led instruction; and the network of policies, institutions and incentives that shape this fast-growing market. The report offers ten solutions across government, philanthropy and industry to ensure Australian students will access the highest quality edtech, proven to deliver learning progress, aligned to curriculum standards and to expectations for both achievement and equity. Together, these solutions also could establish Australia as a global leader in shaping edtech for widespread education benefit.

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http://hdl.handle.net/10453/162604