EdTech

A 30-year retrospective of educational technology, tracking the evolution from early multimedia development through networks, learning objects, learning management systems, videoconferencing, to modern AI. The author describes their career progression from programmer to consultant to leadership roles, while examining how edtech has transformed teaching and learning.

"One thing I've noticed is that the sense of creativity, curiosity, exploration, and playfulness that defined the multimedia and early Web eras feels to have been subdued over the last decade or so. Part of that is due to the maturity of software and tools. Part of it is the neoliberal erosion of institutions."

Education leaders predict 2025 will require stronger teacher and state-level leadership in ed-tech implementation, improved data collection and usage, modernisation of college systems, and greater focus on AI ethics and literacy. Key areas include professional development, cybersecurity, data privacy, and addressing the end of emergency relief funding.

The global environmental impact of AI in education emerges as a critical consideration that extends beyond immediate classroom concerns. The shift from local to planetary implications raises questions about sustainability and resource consumption in educational technology deployment.

"We need to move past surface-level concerns like plagiarism," says Sean Michael Morris, vice president of academics at Course Hero, "and address the more pressing ethical dilemmas AI presents — its environmental costs, its cultural impact and how it reshapes our understanding of intelligence."

A proposed Australian law to ban social media for under-16s has sparked debate, with NZ public health researcher Samantha Marsh supporting similar legislation in New Zealand, while Australian academics oppose the ban, arguing for safety standards instead.

The tension between protecting youth mental health and maintaining digital inclusion creates complex policy challenges. The debate centres on enforcement practicality, platform accountability, and whether age verification technology can effectively regulate access while preserving beneficial social connections for vulnerable youth.

"The idea that platforms will self-regulate is ridiculous. It's in their interest not to. They benefit themselves from surveilling everyone ... they scrape the personal data and then they sell it on to others, and then it's used to hit you with advertisements," says Professor Judith Bessant from RMIT University.

The article discusses transforming educational assignments in response to AI, advocating for a shift from traditional assessment methods to tasks that emphasise critical thinking, collaboration, and real-world application. It provides practical examples of reimagined assignments.

The article's approach to AI as a partner rather than a threat represents a pragmatic evolution in educational thinking. The concept of testing assignments with AI tools to gauge their effectiveness, coupled with concrete examples of transforming traditional tasks into dynamic learning experiences, offers practical solutions for educators navigating this technological transition.

"When Google became mainstream, we said, 'If your question is 'Google-able,' it's not a good question.' The same principle applies to generative AI: If the assignment is 'AI-able,' it's not a good assignment."

As part of the Quebec government's work on the use of artificial intelligence (AI) in schools, Education Minister Bernard Drainville launched a guide for teaching staff on Wednesday.

The document, entitled “The pedagogical and ethical use of generative artificial intelligence (GAI)” sets out the criteria for the pedagogical, ethical and legal use of AI.

Drainville believes that the subject is unavoidable, since “artificial intelligence is now an integral part of our reality, including in our schools.”