GP Bullhound：2022年全球教育科技報(bào)告

2

Contents

04THEVIEWFROMGPBULLHOUNDAND33PROFESSIONALLICENSING,UPSKILLINGKEYTAKEAWAYSANDMICRO-CREDENTIALING

06ASYNCHRONOUSLEARNING

10EXPERTVIEW

MarkRankovic,LearningExplorer

12ADAPTIVELEARNINGANDARTIFICIAL

INTELLIGENCE

17EXPERTVIEW

GauthierVanMalderen,Perlego

37EXPERTVIEW

TylerYork,Achievable

39CYBERSECURITY,PARTICULARLYIN

PRIMARYANDSECONDARYEDUCATION

46EXPERTVIEW

DanVigdor,ThriveDX

48SOCIALMEDIA

19AUGMENTEDREALITY,VIRTUALREALITY,ANDIMMERSIVELEARNING

24EXPERTVIEW

PaulKellenberger,zSpace

26GAMIFICATIONANDGAME-BASEDLEARNING

53EXPERTVIEW

ChakrapaniAppalabattula,Bloomz

55METHODOLOGY&ABOUTGPBULLHOUND

56DISCLAIMER

31EXPERTVIEW

ShawnYoung,Classcraft

3

JASONNORDLICHTVICEPRESIDENT

With99%ofUSeducatorsbelievingthatAIiscrucialtoaninstitution'scompetitiveness,it'snosurprisethattheeducationsectorisoneofthetopareaswhereAIisdrivinggrowthandinnovation.

Theglobalgame-basedlearningmarketwasvaluedat$6.9bnin2021andisprojectedtoreach$15.8bnby2025,growingata23%CAGR,aseducatorsturntogamifiedandgame-basedtoolstobooststudentmotivationandlearningachievement.

THEVIEWFROMGPBULLHOUND

Theview

FROMGPBULLHOUND

"GPBullhoundisexcitedtopublishourinauguraleducationtechnologyreport.WecontinuetobuildoutourUS-basedEdTechpractice,followingoursuccesswiththesaleofBusuutoCheggandLingoda’sgrowthinvestmentfromSummitPartners.Astrustedadvisorstotechnologyentrepreneursandfounder-ownedbusinesses,wekeepapulseonthelatesttrendsimpactingtheeducationlandscape,fromearlychildhoodtoprofessionallearning."

KEYTAKEAWAYS

Digitalcapabilitieshavecontinuedtoevolveandpermeatetheeducationlandscape,movingthesectortoredefinethe

learningexperience,personalisinginstructionandstudentdevelopment,andbettermanagingengagementand

performanceacrossstudentsofallages.Overthepasttwoyears,educationtechnologyenablershavebeenexpanding

theirreachanddrivingdigitaltransformation.Inthisreport,welookatsomeofthemajortrendspropellinggrowthinthe

digitallearningmarket.

Bygivingstudentstheabilitytopracticeself-sufficiencyandtimemanagementskills,asynchronouslearningallowsthemtoadoptamoredirect,hands-onroleintheireducation.

GlobaleducationspendingonAR/VRisexpectedtogrowfrom$1.8bnin2018to$12.6bnin2025ata32%CAGR.Keygrowthdriversincludedigitaldevices,enhancedsoftwareanddemonstrableefficacy.

4

5

Withtheeducationsectorreadjustingtoincreasingdigitisationoflearningandlifepost-pandemic,professionalsarelookingforwaystoupskillandremaincompetitiveintoday'sevolvingprofessionalenvironment.

THEVIEWFROMGPBULLHOUND

Asschoolsturntotechnology,devicesanddigitisation,theirvulnerabilitytocybercrimegrows.Securedigitalinfrastructureandadequatestafftrainingwillcontinuetodevelopasdigitallearningprogresses.

Socialmediahasstrongimplicationsfordeepeningeducationandbenefittingbothstudentsandteachersduetoitsbreadthofreachandvarietyofwaysinwhichitcanbeutilisedacrosstheboard.

AUTHORS

JASONNORDLICHT

VicePresident,

EducationTechnology

JENNIFERELLER

VicePresident,

HeadofInsights

WILLHOLMQUIST

Associate

LUISROSALES

SeniorAnalyst

RORYKIMEL

Analyst/Economist

MARIALAZAREVA

Analyst,

Insights

IRENELIN

Analyst

CHAPTER1

Asynchronouslearning

Teachingandlearningoccurring

independently,enablingstudentsto

participateincurriculaattheirownpace.

ASYNCHRONOUSLEARNINGINBRIEF

Asynchronouslearninghasquicklyrisenasastapleinformaleducation.AfteraremotesettingbecametheonlyviableoptionduringtheglobalCovid-19pandemic,self-pacedlearningwasnecessaryforeffectiveeducation.Educationalinstitutionsandstakeholdersalikehadtoadaptandinnovatetotakelearningoutsideoftheclassroom.

Manymonthsofonlinelearningduringthepandemicdemonstratedthefeasibilityandbenefitsthatcomewithasynchronouslearningmodels.Studentgroupscanbenefitfromcustomisedlearningandmobilelessons,whileinstructorshaveseenhigherengagementanddecreasedbiasesinlearnergroups.

Educationalinstitutionslikeschools,universities,andcorporationscanleveragedataminingcapabilitiesandahybridmodeloflearningtoimproveclassqualityandenhancethelearningexperienceinordertoimprovestudentoutcomes.Institutionscanapplythelessonslearnedduringtheremotelearningperiodandenhancein-personclasseswithasynchronousmodalities.

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ASYNCHRONOUSLEARNING

Whythistechnologyissettogrow

AstheworldmovesonfromtheeffectsofCovid-relatedlockdowns,asynchronouslearninghas

continuedtothriveandisprovingbeneficialtoallkeystakeholders.Servicesandtoolsthatincorporate

asynchronouslearningwilllikelycontinuetoexpand,increasingaccessibility,flexibility,andadoption.

Remotelearninghasintroducedseveralbenefitstoeducationalinstitutionsandcorporationsthatprovidenewandongoingtrainingtotheirworkforce,allowingeducationtopivotfromone-to-onecommunication(i.e.,telephones)toone-to-manycommunication(i.e.,televisionorradiobroadcasts)andcurrentlymany-to-manythroughnetworkslikesocialmediaandotherinternetplatforms.Thisevolutionhasexpandedtheasynchronousoptionsavailabletoallkeystakeholders.

ONE-TO-ONE

(TELEPHONE)

ONE-TO-MANY

(TV/RADIOBROADCAST)

MANY-TO-MANY

(SOCIALMEDIA/INTERNET

PLATFORMS)

Asynchronouslearninghasalreadyachievedanoutsizedimpactacrossalllevelsoftheeducationallandscape,boostedlargelybytheremotetechnologiesavailable.A2022surveybyEDUCAUSE,aleadingnon-profitUShighereducationtechnologyassociationcommittedtoadvancinghighereducation,identified"mainstreaminghybrid/remotelearning"asoneofthesixmostessentialtechnologiesandpracticestoday.Panelistsfoundthistrendtohavelowbarrierstoentrywhileimprovingeducationaccess(1).

MAINSTREAMINGHYBRID/REMOTELEARNINGIMPACTONEDUCATIONALINSTITUTIONS

Source:EDUCAUSE

Note:eLearnMagazine,“FromOne-to-onetoMany-to-many:Poweringpeerlearninginopenlearningenvironments”(October2013)

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ASYNCHRONOUSLEARNING

Advantagesofasynchronouslearning

Thenewformofmany-to-manyasynchronouslearningdeliversmanybenefits.

1

Studentengagementisakeymetricindeterminingeducationalresults,asitispositivelycorrelatedwithdeeplearning,memoryrecall,andmaterialmastery.Theasynchronousmodeloffersflexibilityincoursedesignandopensthedoorfornewincentivestructurestobooststudentengagement.

Remoteplatformscanbecuratedaroundstudentengagementtoimprovetheirasynchronousexperience.Forexample,splittingthecourseintoamodularstructurecancreateasenseofconsistentprogression,whilealsocreatinganorganisedvisualisationoftheinterconnectednessofcontent.

3

Asynchronouslearningcanhappenanywherethereisastudentandamethodtodelivereducationalcontent-in-personorremotely.Theubiquitouspresenceofmobiledevicesmeanslearningcontentisalwaysavailableatthelearner’sfingertips.

Severallearningplatformshavetakenadvantageofthemobilelearningtrend(mLearning)bycreatingapplicationstailoredforcellulardevices.Userexperienceandinterfacescanbeutilisedtocreateimpactfullearningonthegothroughaudio,video,andgraphics.Blendedlearningenvironmentscanincorporatepollingintoin-personlessonsandcreateQRcodesthatstudentscaneasilycapture.

2

Asynchronouslearningpromotesmorepersonalisedlearning

thantraditionalmethods.Servicesandtoolscanleveragevast

amountsofuserdatatotailorlearningtospecificneeds.

GLOBALINTERNETCONNECTIVITY(1)

Source:GSMA

4

In-person,synchronouslearningcanintroducebiasesamongstpeergroupsandinstructor-studentrelationships.Asourworldbecomesincreasinglydiverse,individualbiasestowardsthoseofadifferentgender,age,raceorsexualorientationcaninterruptthelearningprocess.

Theasynchronousmodelmanagesthesebiasesaseachstudentisgiventheopportunitytobeaccountableandtakeresponsibilityfortheirownlearning.Collaborationchannelsalsoremainopen(eg.,onlinediscussionchannelsandprofessorofficehours).

5

Asynchronousremotetoolscangathernewdatapoints,likethe

timelycompletionofassignments,interactivitieswithinthe

content,andcompletionofspecificlessons.Thesedatapoints

canbeusedtoprovideaholisticevaluationofstudentsuccess

–incontrasttotraditionalmethodsofassessments.

Note:GSMAssociation,“TheStateofMobileInternetConnectivity2020”KalvinBahia,AnneDelaporte,etal.(September2020)

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ASYNCHRONOUSLEARNING

Whatthefutureholdsfor

thistechnology

Weforeseetheasynchronousoptionbeingwidelyadoptedandevolved;herearesomeofthehurdles

andfutureopportunitiesthatneedtobeaddressed.

CHALLENGES

Societyisstilladaptingtoaworldwhereonlineinteractionsarethenormandresearchcontinuestoexploreitseffectsonthehumanpsyche.Whilethedigitalenvironmenthasenabledgrowthinedtechofferingslikeasynchronouslearning,theside-effectsofvirtualplatformsarestillbeingdebated.Theseincludedecreasedpresencefrominstructors,humandynamicsinavirtualsetting,andpotentialtollsoncriticalthinking.

Mobiledevices,accesstotheinternet,andcomputerownershiphavepropagatedinrecentyears,buteducationalequityandaccesstotechnologycontinuetobedisproportionatelydistributedwithindifferentdemographics.Underprivilegedstudentswhowouldbenefitthemostfromself-pacedlearningmaynothavethemeansforaplatformsupportingasynchronouslearning.EdWeekResearchCenterestimatesthatroughly75%ofstudentshaveadequateinternetaccess.Whiletheeducationalandinternetaccessgapshaveshrunksignificantly,equityneedstobeaddressedifasynchronouslearningistoachieveitsfullpotential.

OPPORTUNITIES

Theasynchronousmodalityremainsrelativelynascent.Ascapabilitiesinthedigitalcurriculumimprove,asynchronouslearningwilllikelybecomeacriticalpartofthetoolsetavailabletoeducators.Thenimblenatureofeducationalsoftwareshouldenablecreativesolutionsthatbreakthroughculturalbarriersandhelpstudentsbecomeactivelyengagedwiththematerial.

Hybridmodelsofin-personandremotelearninghavealreadyproventobesuccessfulinaddressingmanyoftoday'seducationalissues.Weexpectthisstudent-centredapproachtoenhanceanddemocratiselearninginthemodernworld,whilealsoimprovingeducationaleffectivenesswithasynchronousoptionsatthecenterofthistransformation.

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EXPERTVIEW:

LEARNINGEXPLORER

Expertview

MARKRANKOVIC,

LEARNINGEXPLORER

CEO&PRESIDENT

Covidwasahugecatalystforasynchronouslearningineducationasalmosteverysingleeducationinstitutionhadtofliptoremoteteachingliterallyovernight,andwhilesynchronousteachingwasapartoftheremoteenvironment,asignificantamountmoreofasynchronousteachingandlearningtranspired.Thisdroverapidbookingsexpansionin2020and2021forcompanieswithonlineordigitallearningplatformsandcurriculum,whichinturnattractedagooddealofPEandM&Aactivity.Unfortunately,alotofthesolutionspurchasedwerenotimplementedwithfidelityduetoeducatorandvendorcapacityconstraints.Andnowthepandemichassignificantlysubsided,K-12districtsarebackprimarilyin-personandaretryingtofigureouthowbesttoleverageincreasedasynchronousteachingandlearninginalargelysynchronous,in-personenvironment.

Thiscouldbeansweredfrommultipleangles:agrade-levelperspective,socio-economic/demographicfactors,particularsubjects,etc.Butbyandlarge,asynchronouslearninghasbeenquiteefficaciousinupperelementaryandmiddleschoolgradesindemographicswithpositivesocio-economicfactors,whichgenerallyimpliesgreateraccesstotechnologyandsupplementaryteaching.However,anotherfactorofequalorevengreaterimportanceforefficacyofasynchronouslearningisthefidelitywithwhichitisimplemented.ManyschooldistrictsrushedtoimplementLearningManagementSystems(LMS)earlyinthepandemic,somerollingoutcomprehensivecurriculum(i.e.,instructionandassessment)whileothersusedthemasaglorifiedfilesystemandapplicationportal.Thosethatleveragedthemwithfidelityhadgreatersuccessthanthosethatrushedimplementationsordidn’tunderstandhowtoproperlyutilisethemforasynchronouslearning.Notably,thisholdstruewhethertheasynchronouslearningishappeningremotelyorin-person.

Manyeducatorshavehadtorapidlycometogripswithdigitalsystemstosupportasynchronousteachingandlearninggiventhatithadtobealargeportionoftheeducationalexperienceduringtheheightofthepandemic–itsimplywasn’tpracticaltobeonsynchronousZoomclassesfor100%oftheinstructionaltimeineveryday.Unfortunately,therehavebeenvaryingdegreesofsuccessgiventhatsomeeducatorsaremoreadeptatworkingwithdigitallearningsystemsthanothers.Greatstrideshavebeenmadewithdigitalcurriculum,bothinstructionandassessment,inthepastfewyears(evenpre-Covid).Forexample,inrecentyearstherehasbeengoodprogressinsynthesisingquestionsor"checksforunderstanding"intoinstructionasthestudentlearns–so-calledassessmentaslearningversusjustassessmentoflearning.However,thereisalotmoretobedoneinthecomingyearswitheducatorsandtothedigitalcurriculumtofurtherimprovetheefficacyofasynchronouslearning–atleastinK-12.

Wearefinallyseeingsomegoodworkinpersonalisedlearningandadaptivelearning,allbasedonstudentmastery.Thereweregrandioseideasovertheyears,likeAI-baseddigitallearning,wherestudentswouldn’tneedteachers,andalmostalloftheseideasofdramatictransformationineducationhavebeenrejectedorhaveover-promisedandunder-delivered.Leveragingmeasurementofstudentmasteryasitrelatestolearningstandardsorobjectivesandthenprovidingdigitalassistancetoeducatorstohelppersonaliselearningforstudentsisseeingsomesuccess.Themassivesupply/demandimbalanceinK-12duetothelimitedsupplyofteaching(significantteacherresignations)andincreaseddemandforlearning(so-called‘learninggap’createdbyCovid)isasystemicissuethatwon’tberesolvedbybalancingsupplyanddemandin2-4years,andpossiblynever.Intelligentapplicationofonlinesystemsforadaptivelearninginanasynchronousmodality,ortoassisteducatorswithpersonalisedlearningplansinasynchronousmodalitywillbeacrucialingredientintheevolutionofinstructionalstrategiesto‘domore(teaching)withfewer(teachers)’.

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EXPERTVIEW:

LEARNINGEXPLORER

Yes,indeed.Educationalequityisstillaverylargeandmulti-dimensionalproblem,includingaccesstotechnologytosupportasynchronouslearning.Actionssuchasthefederalgovernmentinvestingsignificantlyinallgeographies,whichisnecessary,isaverybluntinstrument.Therearesomanyotherfactorsthatplayintosuccessfulsupportofasynchronouslearningforallstudents–manyofthembeinghumanfactors,specificallythedynamicsassociatedwiththeeducators,familiesandpeersinastudent’slife.Oneoftheotherkeyriskfactorsistoensurethateducationalinstitutionsdon’tseeasynchronouslearningasapanacea.Itissimplyasinglemodalityofdeliveringinstructionandassessment.

WhiletheLearningExplorerplatformhassupportedmanyeducatorsinprovidinganasynchronouslearningexperiencetotheirstudents,ithasandcontinuestoprovideeducatorswithfantasticcapabilitiestosupporttheirsynchronousinstructionaswell.Andithasbeenusedtodothisbothremoteandin-person.Remember,asynchronousisnotthesameasremote–synchronousandasynchronousaremodalitiesofteachingandlearning,whereasremoteandin-personaresettingsforeducation.Thinkofitlikethequadrant-basedchartbelow.LearningExplorerhasfunctionalsupportforeducatorsandstudentsineveryquadrant:

TeacheratsmartboardteachingalessonTeacherprovidingsmallgroupinstructionTeacherortutorone-on-oneinstruction

TeacheronZoomteachingalessonRemotetutoring

Studentinteractingwithadigitallearningsystemremotely,suchashome,publiclibrary,coffeeshop

Studentinteractingwithadigitallearningsystemintheclassroom

Asyoucansee,asynchronouslearningisjustoneoftwoteaching/learningmodalitiesintersectedwithtwoinstructionalsettingswhiletherearesometimesmanydifferentinstructionalstrategiesbeingused.Asynchronouslearningwilljustbeapartofthetoolsetusedbyeducatorsforstudentstolearnandmasterthesubjectsandtopicsthattheyareeitherrequiredtoordesiretolearneffectivelyandefficiently.Capabilitiesintheonlinelearningplatformsanddigitalcurriculumwillcontinuetoimprovetosupportevolutioninasynchronouslearning–butthekeyisgoingtobeensuringasynchronousteaching/learningisappropriatelyusedinbothin-personandremotesettingsaswellasalongsidesynchronousteachingandlearning.

AtLearningExplorer,webelievethatpersonalisedlearningandadaptivelearningstrategiesaregoingtobecrucialtoensurestudentscanlearnandmasterthesubjectsandtopicsthatmattertothemwhilewealldealwiththemassivesupply/demandimbalancebetweenteachingcapacityandlearningdemandthatnowexistsonthetail-endoftheCovidpandemic,whichisgoingtolastformanyyears.Ourplanistostartintroducingadaptivelearningcapabilitiesintoourplatformtocomplementourexistingsupportforpersonalisedlearning.SuccessforusiswhenLearningExplorerisusedbymanyeducatorsandstudentswhowishtosupportpersonalisedandadaptivelearningacrossthespectrumofthefourquadrantsinthechartabove.

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CHAPTER2

Adaptivelearningand

arti?cialintelligence

Deliveryofcustomlearningexperiencesthat

addressuniqueindividualneedsthroughreal-time

feedback,pathways,andresources.

ADAPTIVELEARNINGANDAITECHNOLOGYINBRIEF

Adaptivelearningtechnologyusesadata-drivenapproachtoadjustthepathandpaceoflearning,enablingthedeliveryofpersonalisedlearningatscale.Itcontrastswithaone-size-fits-alllearningexperiencethatisnottailoredtostudents’specificneeds.Adaptivelearninghasasetoftoolstocollectanarrayofinformationfromstudentsandthencanmodifythelearningexperiencetobettersuittheindividual’sneeds,basedontheiruniquebehavioursandanswers.

Artificialintelligence(AI)leveragesmachinelearning

(ML)andothertechniquestoenhanceandexpand

adaptivelearningacrosstheeducationallandscape.AI-

basedlearningsystemscancollect,process,and

analysevastsetsofdatafromstudents’learning

activitiesmuchfasterthanhumans.

Thedata’sinsightscandetectpatternsandbuild

predictivemodelsthathelpidentifyindividualstudent

needsnowandinthefuture,whilealsoadaptingfor

eachlearner.Studentsreceivecontent,prompts,and

interventionsthatcontinuouslyandinreal-time

customisetotheirindividualneedsandabilities,

augmentingthecurrentlearningenvironment.

Intelligentadjustmentofcontent,questions,

andanswerchoicesbasedonperformanceSelf-pacedstudy

Optimal,individualisedlearningpathwaysImmediatefeedbackandremediation

Anorientationtowardknowledgeandskillmastery

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ADAPTIVELEARNINGANDARTIFICIALINTELLIGENCE

Whythistechnologyissettogrow

AIproductsintheeducationspacehavecontinuedtoscale,andthenextdecade

willseecontinued,rapidgrowth,expandingthemarkettonewheights.

AccordingtoPrescient&StrategicIntelligence'sAIineducationmarketresearch,thekeydriversforgrowthincludetheincreasingdemandforreal-timelearningmonitoringandanalysisaswellastherisingneedforadaptivelearningsolutions(1).

NorthAmericamakesup46%ofthesector,saysPSIntelligence,duetoitshighlydevelopededucationalinfrastructure,focusonreducingadministrativetasks,moreEdTechspend,needforpersonalisedlearning,anddemandtoimprovestudentengagementandthelearningsystematlarge.

Thecompetitivemixisquitefragmented.However,software’sscalabilityandcompetitivenessarelikelytopushtheAIindustrytoconsolidateovertime.AIhasbeenmostwidelyusedattheuniversitylevelbutisgrowingthefastestwithinthecorporatelearningsegment.

GLOBALMARKET

AIPRODUCTSINTHEEDUCATIONSPACE(REVENUE$BN)

NorthAmericais

c.50%ofAIin

education'sglobal

marketshare

Source:Prescient&StrategicIntelligence“AIinEducationMarketResearch”(2020)

Educatorsrecognisethebenefitsthatdirectinteractionshavewithstudentsyetstruggletoallocatethetime.Oneofthelargestimpedimentstothesuccessofpersonalisedlearningisinsufficienteducatorresources,asover50%ofavailableeducatortimeisspentwithoutdirectstudentinteraction(2).

ImmediateresourcescanbefreedupbyhavingAItechnologyautomateadministrative,evaluation,andfeedback-relatedtasks.Then,asthetechnologycontinuestoprogress,itcanenhanceandautomateevenmorefunctions,allowingeducatorstofocusonthemostcriticalandvalue-addingaspectsofteaching.

USEDUCATORS'LARGESTBARRIERTO

PERSONALISEDLEARNING-TIME

HOWUSEDUCATORSSPENDTHEIR

AVERAGEWORKWEEK

Source:McKinsey(January2020)

Source:McKinsey(January2020)

Note:Prescient&StrategicIntelligence“AIinEducationMarketResearch”(2020)

McKinsey“HowartificialintelligencewillimpactK-12teachers”JakeBryant,ChristineHeitz,SaurabhSanghviandDilipWagle(January2020)

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ADAPTIVELEARNINGANDARTIFICIALINTELLIGENCE

AIeducationalecosystemshavestrongpersonalisedlearningapplicationsaswellassafetyfeaturesforidentifyingriskyuseoftechnologyandthesocialdynamicsthatoccurwithin.Thistechnologycanidentifyareasinwhichschoolscaninterveneoutsideoftheclassroomtohelpmitigateissuesbeforetheyemerge,helpingeducationsystemsoffermoreholisticadaptiveeducationalsupport.

USK-12EDUCATORS(KINDERGARTENTO12THGRADE)

ONHOWAIISUTILISEDINTHEIRDISTRICT

FLAGGINGPOTENTIALLY

SENSITIVE/DANGEROUSUSESOFDISTRICT/

SCHOOLTECHNOLOGY

PERSONLISATIONTOOLS

TOADAPTCURRICULUM

TOSTUDENTREACTION

INREALTIME

PREDICTINGWHICH

STUDENTSAREINDANGER

OFFALTERING

ACADEMICALLY

IDSOCIALMEDIA/ONLINE

COMMUNICATIONSTHREATS

AGAINSTSCHOOLS/

STUDENTSELF-HARM

DESIGNING

TRANSPORTATIONOR

CLASSSCHEDULES

Source:EdWeekResearchCenterSurvey(May2020)

PREDICTING/ID

MAINTENENCENEEDS/

EMERGINGPROBLEMS

PROGRAMMESTHATGRADE

/RATESTUDENTWRITING

ORRESPONSESTOOPEN-

ENDEDEXAMQUESIONS

AIisaneffectiveandwidelyadoptedstudentengagementandinstructionaltoolintheUS,anditsvalueisonlylikelytocontinuetoincrease.However,onekeyobstaclethatAImustovercomeisthelackoftechnicaltrainingthatteachersreceive,asAItoolsandtechnologyareemergingfasterthaneducatorscanadapttothem.

PROMETHEANSURVEYRESULTS:EDUCATORSONAIINUSSCHOOLS(3)

AIISVITALTOINSTITUTION’SCOMPETITIVENES

EXPERIMENTINGWITHAITECHNOLOGY

TECHNOLOGYSHOULDBEINCORPORATEDINTOLESSONS

TECHNOLOGYISA

HIGHLY

EFFECTIVEWAY

TOENGAGE

STUDENTS

AIUSEWOULDINCREASEASADIRECTRESULTFROMCOVIDREMOTELEARNING

LEARNINGMANAGEMENTTOOLSWILLBEAI-ENHANCEDWITHINTHENEXTTHREE

YEARS

EDUCATORSWORKHASTHEPOTENTIALTOBEAUTOMATED

IN-CLASS

TECHNOLOGY

TRAINING

Note:PrometheanTheStateofTechnologyinEducation2021/22.Surveyresultsofover1,600educatorsincludingSuperintendents/AssistantSuperintendents,CurriculumAdministrators/Coordinators,Principals/AssistantPrincipals,HeadsofDepartments,Teachers,ITAdmin/NetworkManager/ITCoordinators&Other.

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1

ADAPTIVELEARNINGAND

ARTIFICIALINTELLIGENCE

Advantagesofadaptivelearningandarti?cialintelligence

STUDENTS

EDUCATORS

1

Studentshavevaryingdegreesofknowledge,learningspeeds,anddesiredgoals.AIcandetectandadapttoindividualstudents’profilestomaximisethevaluetheyderivefromeducation.

2

AIhastutoringandchatfunctionsabletoassiststudentsandfillgapswhereeducators’capacityisstretchedthin.Thisallowsstudentstoconstantlyreceivesupportandfeedbacktoimprovetheirweakspots,evenoutsideoftheclassroom.

AIgiveseducatorsawaytoconstantlyviewtheeffectivenessoflessonsandtrackstudentperformance,whichultimatelyhelpstocustomisethelearningplanandbestaddressstudentneeds.Teacherscanalsodirectthealgorithmstoanalysenewandoldmaterialtothencreatemorepersonalisedmaterial.

2

AI-poweredchatbotscanautomaterepetitivequestionsthatcandrainotherstudentandteacherresources,thusallowingeducatorstofocusonhighervalue-addactivitiesintheclassroom.

3

AIcaneasilyrespondtocommonly-askedquestions,ensuringstudentsareneverstuckwithoutananswer.OneAI-poweredchatbothasshownitcanrespondtostudentquestionsataresponserateof2.7seconds,showingthereal-timeimpactsthetechnologycanhave.

4

LearningisaccessiblethroughAI-poweredtoolsforallstudentsregardlessoftimeorgeography.Thisequalisesaccesstoeducationandallowsstudentstoindependentlymovethroughthecontent.

3

AIcanautomateavarietyoftypicaltasksincludingadministrativework,gradingandassessmentactivities,andothersmallitems.Byfreeingupthistime,educatorscanbemoreflexibleinresourceallocation.

4

AIcanintroduceavarietyofotherengagementprogrammesthatcankeeplearnersfocusedsuchascraftingschedules,automatedreminders,anddigitalinteractiontechnologies.

5

TailoredlessonsandfeedbackpromotelearnersuccessbyreducingstudentstresswithlimitlessQ&Aandinformedti