An Ed-Tech Tragedy?: Educational Technologies and School Closures in the Time of Covid-19

The COVID-19 pandemic pushed education from schools to educational technologies at a pace and scale with no historical precedent. For hundreds of millions of students, formal learning became fully dependent on technology - whether internet-connected digital devices, televisions or radios.

An Ed-Tech Tragedy? examines the numerous adverse and unintended consequences of the shift to ed-tech. It documents how technology-first solutions left a global majority of learners behind and details the many ways education was diminished even when technology was available and worked as intended.

Using tragedy as a metaphor and borrowing the organization of a three-act theatrical play, the book shows how technology-first modes of learning introduced novel health and safety risks, handed significant control of public education to for-profit companies, expanded invasive digital surveillance and carried detrimental environmental repercussions, in addition to adversely impacting educational access, equity, quality and outcomes in most contexts.

Dedicated sections consider alternative and less technology-reliant educational responses to COVID-19 disruptions that had the potential to be more inclusive and equitable. The analysis further explains how pandemic models of learning are rippling beyond school closures and influencing the future of education.

Holistically, the work invites readers to reconsider a turbulent chapter in education history and reexamine the purposes and roles of technology in education.

Mark West is Education Specialist at UNESCO, where he researches and writes about the future of education with a special focus on technology. He advises governments--from Sudan to Norway and Indonesia to Colombia--about opportunities and risks for education in an age of accelerating digital change.