Towards high quality in Australian educational technology

Loble, L; Stephens, K

Towards high quality in Australian educational technology

Loble, L Stephens, K

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Publisher:: University of Technology Sydney
Publication Type:: Report
Citation:: 2024
Issue Date:: 2024-07-08

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Field	Value	Language
dc.contributor.author	Loble, L
dc.contributor.author	Stephens, K https://orcid.org/0009-0006-0722-2089
dc.date.accessioned	2024-07-01T11:19:55Z
dc.date.available	2024-07-01T11:19:55Z
dc.date.issued	2024-07-08
dc.identifier.citation	2024
dc.identifier.uri	http://hdl.handle.net/10453/179687
dc.description.abstract	Improving educational outcomes – especially for students experiencing disadvantage – should be our highest priority across the education sector and a key focus for government. This relies on the skilled delivery of high-quality curriculum, which is increasingly mediated by educational technology (edtech). Yet a crowded and rapidly growing market makes it difficult for teachers, schools or parents to know which applications are high quality and useful. This report considers a selection of international and Australian quality assurance mechanisms for educational resources, to identify key quality domains assessed and common components of the processes themselves. The report argues for a national quality assurance process for edtech, with clear criteria and robust and transparent assessment process. At a minimum, the criteria should assure curriculum depth, coherence and fidelity; evidence-based pedagogy and support for effective teacher use; and safe and ethical use of data (including disclosure of AI use and source).
dc.language	en
dc.publisher	University of Technology Sydney
dc.rights	info:eu-repo/semantics/embargoedAccess
dc.title	Towards high quality in Australian educational technology
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
utslib.copyright.embargo	2024-07-12T00:00:00+1000Z
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	2024-07-01T11:19:52Z
dc.identifier.doi	10.57956/8dbd-yj25
pubs.confidential	false
pubs.place-of-publication	Sydney
pubs.publication-status	In preparation
dc.location	Sydney

Abstract:

Improving educational outcomes – especially for students experiencing disadvantage – should be our highest priority across the education sector and a key focus for government. This relies on the skilled delivery of high-quality curriculum, which is increasingly mediated by educational technology (edtech). Yet a crowded and rapidly growing market makes it difficult for teachers, schools or parents to know which applications are high quality and useful. This report considers a selection of international and Australian quality assurance mechanisms for educational resources, to identify key quality domains assessed and common components of the processes themselves. The report argues for a national quality assurance process for edtech, with clear criteria and robust and transparent assessment process. At a minimum, the criteria should assure curriculum depth, coherence and fidelity; evidence-based pedagogy and support for effective teacher use; and safe and ethical use of data (including disclosure of AI use and source).

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http://hdl.handle.net/10453/179687