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240 13 Emerging Issues in Educational Technology
13.4.7 Addressing Policy Changes
The knowledge society requires flexibility on the part of an informed population;
educational inequities and the digital divide can challenge the stability of a society
and need to be addressed, as with the other challenges.
13.4.8 Challenges in Horizon Reports
The Horizon Project defines solvable challenges, difficult challenges, and wicked
challenges. Solvable challenges that we understand and know how to solve
including improving digital literacy and integrating formal and informal learning.
Difficult challenges are ones that we understand but for which solutions are elusive,
such as achievement gap and advancing digital equity. Wicked challenges are
categorized as complex to even define, much less address, such as managing
knowledge obsolescence and rethinking the roles of educators.
Key Points in This Chapter
(1) Four kinds of emerging technologies will have potentials to improve learning
and instruction: learning analytics, artificial intelligence, wearable devices, and
adaptive learning.
(2) Issues involving in emerging technologies: ethical, security and privacy issues,
quality control, accreditation and sustainability issues, culture and regional
issues.
(3) Challenges for educational technology: personalizing education, assessing
student learning, supporting social learning, diminishing boundaries, devel-
oping alternative teaching strategies, enhancing the role of stakeholders,
addressing policy changes, challenges in Horizon Reports.
Learning Resources
How to Integrate Technology. https://www.edutopia.org/technology-integration-
guide-implementation
Center for Teaching and Learning. http://www.washington.edu/teaching/teaching-
resources/engaging-students-in-learning/teaching-with-technology-2/.
References
Carbonell, J. R. (1970). AI in CAI: An artificial intelligence approach to computer aided
instruction. IEEE Transactions on Man-Machine Systems. Man Machine System, 11(4), 190–
202.
Di, G. D., Vincenza, C., Di, M. T., Rosita, C. M., Daniela, F., & Rosella, G., et al. (2016). The
silent reading supported by adaptive learning technology: Influence in the children outcomes.
Computers in Human Behavior, 55(PB), 1125–1130.
