The analysis of technology in education identifies what the evidence establishes, where comparison is limited and which qualifications must be reported.
Evidence relevant to technology in education
For technology in education, interpretation should preserve the unit and population represented in the data collection.
In the context of technology in education, the applicable expectation should be capable of consistent application.
The evidential record for the available evidence should permit a reviewer to trace the matter from decision to outcome. This may require supplier performance and exit arrangements, teacher capability and workload information, learner access and participation information, and delivery-mode design and approval records, supported by assessment validity and integrity reviews and service availability and incident records. For technology in education, sampling remains insufficient where it excludes a material group or cannot resolve contradictory evidence or recurrence.
Application to technology in education
For comparative analysis, a change in delivery mode should not weaken the defined learning outcomes, learner protection, accessibility or reliability of assessment. Across the defined scope, learners should understand arrangements that materially affect them and have access to timely correction of inaccurate or unfair information, support or decisions.
Material concerns include technology access determining educational access, reduced opportunities for timely support, unclear identity and participation records, and assessment methods that do not support valid judgements. For technology in education, an exception should be assessed by effect, duration, recurrence and reach, including possible exposure beyond the initial sample.
- Define the educational purpose of the technology.
- Monitor engagement without intrusive surveillance.
- Assure assessment validity.
- Maintain continuity and supplier exit controls before it informs a consequential decision.
- Support staff and learners before using it to determine a learner or provider outcome.
Controls for technology in education
Review of the measure should map the complete process, identify the intended result and responsible authority at each stage, and test normal cases together with exceptions.
Proportionality in relation to the comparison does not mean reduced protection for learners exposed to greater risk. In reviewing technology in education, digital participation data should not be treated as a direct measure of learning.
The assurance record for the analysis should retain the date of the evidence, the source responsible for it, the scope examined and the version of any instrument or definition applied. For technology in education, a superseded conclusion should be retained where it formed the basis of a material decision.