Ben Williamson is a Chancellor’s Fellow in the Centre for Research in Digital Education at the University of Edinburgh, UK, where his research focuses on education policy, technology and data. He is an editor of the journal Learning, Media and Technology, and the author of Big Data in Education: The digital future of learning, policy and practice.
Written by Ben Williamson
During the COVID-19 pandemic, a state of emergency engulfed higher education. The crisis of mass campus closures and a rapid ‘pivot’ to online learning became the context for attempts by private actors and commercial organisations to reconfigure the sector.
Educational technologies have become central to higher education during the COVID-19 pandemic. The state of emergency in tertiary systems worldwide has enabled private edtech companies, global tech businesses, and the networks of promoters backing them, to define the post-pandemic future of the university.“Post-pandemic reform of higher education: Market-first or purpose-first digital transformation?”, by Ben Williamson and Anna Hogan.
The Covid-19 emergency has affected education systems worldwide. The ‘pivot’ to ‘online learning’ and ‘emergency remote teaching’ has positioned educational technology (edtech) as an integral component of education globally, bringing private sector and commercial organisations into the centre of essential educational services.
The Covid-19 pandemic was the context for two major disruptions in education. The first was the disruption to schooling for millions of students worldwide, and a rapid shift to remote learning online. The second, closely related disruption was the entry of the commercial education technology sector into public education at..."The edtech pandemic shock", by Ben Williamson & Anna Hogan.