The draft principles aim to inform the creation of a new global edtech readiness index. The index would help policymakers
understand which countries and regions are best prepared to harness the potential of education technologies, and identify
areas where additional investment is needed. The principles include, but are not limited to, the following: larger
investments are needed to achieve real global edtech readiness; educational technologies are necessary for success but are
not sufficient; new global edtech needs to be designed with children and youth in mind; global edtech readiness is a joint
responsibility of education policymakers, business leaders, and technology innovators; and targets and help policymakers are
necessary to catalyze broader change.
Global edtech refers to the use of digital technologies in teaching and learning. It encompasses a wide range of tools and
platforms, from desktop applications to mobile apps, from traditional teaching methods to new forms of interactive learning.
Edtech readiness is the state of being prepared to use and benefit from digital technologies in education. It refers to the
readiness of educational institutions, learners, and technology providers to adopt and use digital technologies in learning
and teaching. Digital learning resources are educational materials and tools that are available online. Online assessments
are tests that are administered online.
There are many groups that should be involved in the development of a global edtech readiness index (GERI). These groups
include educators, administrators, learners, technology providers, and industry stakeholders. The GERI should be based on a
foundation of work that has been done in the past.
Some principles to guide the development of a global edtech readiness index include a focus on design, research, and
technology disruptions; a consideration of curricula, understandings, and learner characteristics; and the use of ICT to
allow for greater personalization.
Higher education institutions should be the focus of the index, as they are the most likely to have the resources to develop
global edtech readiness and to be able to disseminate it to their students and staff. The index should also consider research
productivity and the number of institutions conducting research in the area of global edtech readiness. The index should also
include institutions that offer higher learning, such as universities and colleges. The index should also include
technological infrastructure, such as the availability of ICT resources and the quality of these resources. The index should
also include measures of the educational institutions that offer courses in global edtech readiness and the number of courses
that are offered.
The index should measure the following areas: \- Educational communications: how well educational institutions are able to
communicate with their students, staff, and the public \- Educational technology: how well educational institutions are able
to use technology to support their teaching and learning \- Ethical practice: how well educational institutions are complying
with international and national ethical standards \- Appropriate technological processes: how well educational institutions
are using appropriate technological processes, including the use of technology in combination with other forms of teaching
and learning \- Edutech: the extent to which educational institutions have developed or are developing their own technology
tools and services \- Edtech: the extent to which educational institutions are using technology to support their teaching and
learning, including the use of online and blended