Get the details on our 2011 Ed Tech Business Forum, taking place November 28-29, NYC.
Here are 2010 Ed Tech Business Forum Highlights:
- Attendee Roster: check-out the "Sold Out" attendee roster for our 2010 Forum
- Conference Media: thank to LearningTimes for capturing the Forum online
- Future of the Industry: check out the videos created by a group of seasoned executives to provide you with insight on the future of the ed tech industry
Forum COMMENTARY 
10 Reasons Why the Ed Tech Bubble will Continue to Float
Thu, 24 Jan 2013 17:16
Fueled in part by socially-conscious investors and tech entrepreneurs, investment in the educational applications market has exploded to an extent not seen since the dot-com boom more than a decade ago. While some analysts are predicting this is an era of irrational exuberance that could collapse like the bubble burst in 2000, there are at least 10 reasons why this time is different:
- Lower Development Costs: Hardware and software tools have improved and costs lowered, and the savings in application development and delivery means reduced prices and higher marginal revenues. Improvements include simpler and more powerful authoring tools, many of them open source, as well as cloud and other hosted models that enable schools and companies to more easily outsource and scale.
- Apps Market Dynamics: The proliferation of Apps on various mobile devices provides a more welcoming market environment for educational technology companies. Among these factors is the reduced cost of development and distribution on the various mobile operating systems such as Android and iOS and their app stores (though some revenue sharing models do challenge the equation).
- Increased Hardware Access & Connectivity: While a digital divide still exists and too many classrooms still rely on a single computer station, student and teacher access (at home and school) has grown many fold over the last decade. Reasons for this include the reduced cost of hardware (driven by Moore’s law), growing support for BYOD (student’s Bringing their Own Device), and recent investments in tablets, electronic whiteboards and other devices.
- Touch Tablet Ease of Use: Many educators view the touch interface as a game changer for student learning through technology. School (and home) spending bears that out. The platforms provide a simplified user interface for students, a simplified operating system that eases school technical support costs, and a tactile functionality that is both beneficial to younger learners and provides a key pedagogical differentiator from other print and digital mediums.
- Educators Asking How, Not If: Educators have crossed the tipping point from asking “if?” technology to asking “how, how much and what?” While luddites still exist and we are a long way from robust integration and effective use, teachers, administrators and policy makers recognize the upside of technology and digital learning and are focused on how to realize the power and promise.
- The New Normal: Our education system is charged with doing more with less in light of the recent recession and enhanced common, college and career readiness standards. Technology has increased productivity in other sectors, and K12 education is finally looking at technology to supplant and transform, rather than simply to supplement. At the same time, many are leveraging technology for data analytics, customized interventions, and blended learning that shift us from mass-production teaching to the more efficient, mass-customization personalized learning model.
- Educators as Digital Natives: Interestingly, in the past, it has been more veteran teachers that have gravitated to technology than younger teachers who grew up with technology. This is likely starting to change as the technology use by the young teachers and administrators in their personal (and learning) lives is much more prolific in today’s world of mobile apps, virtual communities and online everything. The education workforce is shifting over rapidly post baby-boom generation, and their technology use will follow.
- Digital Native Students: Not much need be said. Students are too often disengaged not by the lack of technology but instead by rote lectures and static text. They understand they must be engaged and challenged, and allowed to explore and personalize their learning. They see how technology supports them outside of school. Educators are responding to their demand to bring that robust learning environment into their curriculum or risk losing too many more students to boredom.
- Expanded Distribution: While the proliferation of channels — technology platforms as well as consumer forums — can be a challenge for developers, these will be outweighed by the benefits. Mobile devices and app stores are increasing access and reducing consumer risk. Formal and informal learning are blending as parents and non-school learning providers gain access to new tools. Teachers are no longer reliant on slow, one-size school or district-wide purchasing decisions, but instead can use a debit account to download a product for just one or a few students. And a number of repositories and social networks are providing single points of information (if not yet a point of sales) for all products (and marketing).
- Parental Advocacy: Increased parental exposure to learning technologies at home is driving their demand for use at school. While parents were sometimes the road block to school board investments, they are more often now leading the charge.
These differences do not imply that every new product and company will succeed. For better or worse, there are probably too many products on the market relative to the number of average users required for product success. Whether investment is all flowing to the right solutions and the right entrepreneurs is still an open question, but it is undeniable that there is growing demand and opportunity for technology in education.
It is also important to note one related potential market challenge — vendor lock-in of content and data. A dynamic market requires minimized barriers to entry such that (school and individual) users are empowered to seamlessly move among existing and new products with minimal risk. SIIA therefore encourages education decision makers and application developers to invest in interoperability. By creating and demanding applications built on common data, content and API standards, information and resources can be more easily shared and exported among any number of proprietary or open applications, thus reducing the risk to educators of a failed product or company. Such standardization is critical for the maturity, and therefore the growth, of the digital learning market, and will ultimately best serve both education and education providers.
These 10 important developments should encourage today’s developers and investors. While the ed tech bubble may not float ever higher, a burst is not likely this time around.
Mark Schneiderman is Senior Director of Education Policy at SIIA. Follow the Education Division on Twitter at @SIIAEducation.
SIIA Announces Innovation Incubator Award Winners
Wed, 28 Nov 2012 20:04
SIIA’s Education Division showcased some of the leading growth companies in the education technology market and recognized the best among them as part of the Innovation Incubator program at the 12th annual Ed Tech Business Forum, held Nov. 26 and 27 at the McGraw Hill Conference Center in New York.
The award winners are:
- Clever received top-votes as Most Innovative and Most Likely to Succeed
- Mathalicious received first runner-up for Most Innovative and Most Likely to Succeed
- Classroom, Inc. has the distinction of receiving the first-ever Educator’s Choice Award
More than 75 applicants were assessed for the Innovation Incubator program on a broad range of criteria, including the education focus, end-user impact, market need for the innovation, representation of K-12/postsecondary market levels, and the level of originality and innovation. Twelve participants and one alternate were selected for the program, and six were elected as finalists in the program.
Other finalists include:
SIIA’s Innovation Incubator program identifies and supports entrepreneurs in their development and distribution of innovative learning technologies. The program began in 2006 and has provided incubation for dozens of successful products and companies in their efforts to improve education through the use of software, digital content and related technologies.
Tracy Carlin is a Communications and Public Policy Intern at SIIA. She is also a first year graduate student at Georgetown University’s Communication, Culture and Technology program where she focuses on intersections in education, video games and gender.
Big Data and Educational Technology
Tue, 27 Nov 2012 14:50
Guest post by Owen Lawlor, Hadoop/MPP Data Science, Social and Strategic Technology Advisor, Victory Productions.
When we look back at 2013 and the seismic shifts in education taking place we identify that there will be not one but 3 major trend confluences taking place transforming EdTech: (1) big data (2) the consumerization of IT and (3) the democratization of data.
Seemingly in the past 12 months, you could not visit an airport newsstand, tech news site or blog that has been untouched by the headlines, hype and hyperbole surrounding Big data and its seemingly magical powers to transform all our lives.
Now there is: Big data in Healthcare, big data in Social Systems, big data in Science, big data in Traffic Systems and big data in City Planning Management. In fact, there IS a lot of hype surrounding big data, but is this just where we are the technology adoption cycle or is it really something more?
Gartner Group recently estimated big data spending over the next 5 years to equal nearly a quarter TRILLION dollars. Clearly some very serious commercial and industrial applications are seeing immediate and rewarding returns on investment within big data. Data also is growing exponentially driven by all the new unstructured social, video, logging and sensor data. We now create more data in 2 DAYS than was created from the dawn of civilization up until 2003! Entire industries are now converging with that data like never before and by 2020 most consumers will expect and even demand that big data inform nearly everything they consume and do.
The opportunities to capitalize on this data are also growing. But what about education? Does big data have any application in EdTech? Having personally led and participated in multiple big data projects for close to five years now, ranging from creating solutions like intelligent multi-dimensional search systems, social system analytics, dynamic big data visualization, corporate virtual systems integration and various government programs, the answer resoundingly is “YES”!
The next generation of apps will have big data embedded within them as consumers increasingly expect and demand customization for their specific usage and individualized needs. Think beyond “Siri” here. There not only is a place for big data in education, it may actually be one of the most interesting and socially valuable big data applications of all, and possibly even an essential step to make it feasible to meet the new Common Core requirements.
When we do look back on 2012 and the seismic shifts taking place in EdTech the single most exciting capability in our estimation is that integrating big data analytics and capabilities to create a more efficient, more focused and more meaningful learning space for all education system stakeholders.
On its own, big data is certainly an exciting opportunity to be seized upon. When it is combined with the advent of the consumerization of technology via mobile and tablet computing growth exploding and bringing with it interesting evidentiary improvements in student outcomes through increasingly numerous studies, the opportunities to leverage what that data can do for us expand geometrically. The opportunity to have portable technology that ties in with big data back-ends provides a dramatically synergistic potential combination.
Now with the consolidation of textbooks into iPad iBooks, tablet and portable devices and the commensurate cost savings drivers associated to help push district and state spending downwards, vast new opportunities in this new digital form factor to provide rich media, interactivity and embedded assessment that the digital natives expect. All served up to them in with specificity and relevance. A customized learning experience is now available.
Content can now interact with the learner, providing both a more interesting, meaningful and targeted experience as well as providing useful automated and scaffolded intervention. Sequence and timing data can provide useful logging trails that can provide recommendation engines with the data logs that can be analyzed to provide more targeted and real-time intervention to engage and improve student outcomes.
As good as some of these systems might become, the “final mile” is the critical democratization of that data to the teachers and students themselves. Being able to provide platforms that enable teachers inside the classroom to focus their intervention efforts and to be able to visualize and respond in intuitive, clear and actionable ways where their teaching could be most actionable and effective. To provide important views and response paths to this performance data to teachers on students who may be requiring intervention, in specific areas in real-time, aligned with learning standards can help them dramatically save them time and provide help to those who need it most, at the optimal time they need it. It can help identify when students are bored, and help provide adaptive paths to engage and challenge them. It can potentially identify when a teacher may want to look at how they are teaching and relate that methodology for their given desired outcome, all framed within the new national standards.
Pushing actionable relevant data down to the end users in a form that is understandable, actionable and pedagogically sound when they need it is truly revolutionary. At the end of the day the confluence of the three very powerful technology drivers in our lifetimes that, while on their own are quite impressive, but when converged provide the singular opportunity to dramatically improve learning outcomes in very clear and distinct ways.
We see the potential of these technologies applied to the very real problems of improving STEM learning, learning customization and national competitiveness on the very near term horizon. Being able to use data to predict and improve student outcomes may indeed even be one of the most powerful opportunities for the education system to help regain global competitiveness, drive job growth and help balance the skills deficit.
Feel free to email me with your thoughts!
