Tag Archives: EdSurge

An industry insider’s edtech conference guide

The sign outside 2019’s ASU GSV conference in San Diego, with X marking ten years.

ASU GSV. SIIA. SXSW EDU.

No, these are not scattered arrangements of alphabet blocks from an especially precocious early learning classroom. They’re abbreviations for major conferences for companies in the education industry.

I’ve been attending, and occasionally speaking at, these events and their predecessors for more than two decades. What sets them apart from purely teacher-focused conferences is that industry players aren’t viewed mainly as vendors who pony up for a sponsorship or exhibit booth. Instead, in nearly every case, they’re primary conference attendees.

The last time I took a detailed look at the industry conference landscape for EdSurge was in 2014. That was early in the days of low-cost cloud computing enabling a multitude of new edtech startups, really fast internet beginning its spread to schools, and Chromebooks starting their climb to ascendance in U.S. K-12 classrooms as a 1:1 mobile device.

Five years later, these developments didn’t just upend the classroom. They have upended the industry and how it’s reflected in the events that cater to industry companies, investors, and executives at every level from preschool to workforce learning.

If you work inside, or are deeply interested in, the industry, here’s a new assessment of a handful of the most prominent U.S. events. Yes, ISTE, EDUCAUSE, CoSN and other educator-focused conferences remain vitally important to the industry, too, and have gone through some of their own changes (for example, the “F” in FETC no longer means “Florida” but “Future of” Education Technology Conference). There are also other highly specialized and invitation-only industry conferences. But the general, high-profile events that follow are where more industry deals are done and difficult business decisions are discussed.

Here’s how the alphabet blocks are currently stacked: who’s on top, who’s fallen off the pile, and why you might want to play. Or at least go to watch the players.

ASU GSV Summit

If there was any doubt, this year’s event put it to rest: ASU GSV Summit is the must-attend conference for education technology investment, with business deals and policy issues buttressing the financial focus. Held in early April, ASU GSV’s 10th annual event in 2019 drew an estimated 4,900 people to San Diego with celebrity and political headliners providing a star-studded umbrella under which rainmakers prospered.

Its growth has been stunning. From 240 attendees a decade ago when first held by Arizona State University and the investment firm GSV (Global Silicon Valley) Advisors, ASU GSV Summit blew past the 2,000 attendees figure in 2014, outgrew its Scottsdale home, and now is bursting at the seams in San Diego. The event tweeted that it was “sold out” a week before it began this year and started a waiting list. And it’s not exactly the lowest-priced conference option: Last-minute walk up registration was a few bucks under $3,200.

Even if you didn’t attend keynotes featuring Tony Blair, Common, and—yes—Sesame Street, the programming provided measured insights on the state of the industry, ranging from “preK to Gray.” Everyone from large company CEOs and major investors to startups and nonprofit institutions attend. I found that if you simply stood in a hallway, it was virtually impossible to not see someone you knew (or wanted to know) pass by within five minutes. It’s sessile serendipity.

Deborah Quazzo, co-founder and managing partner of the Summit and managing partner of the GSV AcceleraTE Fund, credits much of the event’s popularity to how it covers learning at every level, from early childhood up. “I do think the overall market has moved to a position of seeing the critical integration of education and talent/workforce innovation,” Quazzo said. “I believe ASU GSV was ahead of the curve on that position and we are thrilled with its embrace.”

Draw: Raw financial horsepower and speaker star power.

Difference: GSV’s deep understanding of the financial end of “preK-Gray” learning.

Go: If you want to do a deal, raise money, or simply understand the current investment-and-education landscape, this is the one conference to attend.

Next: ASU GSV Summit, San Diego, March 30 – April 1, 2020.

SXSW EDU

As part of a 30 year history of SXSW conferences, SXSW EDU is one of the younger siblings in the South by Southwest family. But it’s grown from its birth in 2011, and gotten a little, well, more festive, as befits its family ties.

Like longer-running SXSW conferences and festivals, SXSW EDU’s home is Austin, Texas and it’s held in March. It precedes the more famous interactive and music events and is a bit more sane, at least in terms of size and late-night public behavior. (In the past, the city didn’t start shrink-wrapping parking meters and telephone poles to protect them until EDU was well underway.)

Yet SXSW EDU has tilted more toward a global teaching and learning festival as it has grown, even though it still attracts a healthy number of industry and government attendees from K-12 up through higher ed: about half educators, based on a breakdown of 2018 stats, and a third business and industry. In 2019, there were 8,300 registered for the conference, slightly up from 2018 but significantly up from the 6,000 who attended in 2014.

As EDU has aligned itself more closely with other South-by events over the past few years, conference keynotes, panels and workshops have been joined by new programming such as a hands-on Playground, and a free one-day education expo that’s open to the public and adds thousands more beyond the conference total.

For the industry, it’s less a setting for business and more to see what educators are excited about without the us-them distinctions of an exhibit hall, mingling in an atmosphere that encourages different types of attendees to mix. Much networking gets done at the many meetups, receptions, and parties.

“SXSW EDU’s mission is to advance teaching and learning and we work to assemble as broad an array of stakeholders as possible, believing the more diverse the community the more impactful the conversations,” said Ron Reed, SXSW EDU’s founder and executive producer, and director of emerging events for South by Southwest. When EDU was launched, Reed told me, it was one of the few education events not tied to a specific association or membership group. He sees the event landscape continuing to evolve. “We believe it is a reflection of education becoming an increasingly interdisciplinary conversation,” he said.

Draw: Festival! And the SXSW reputation for informative and interesting events.

Difference: Educators, industry, entrepreneurs, nonprofits and wonks attend as equals in large number.

Go: To see what’s exciting educators without the restrictions of an exhibit hall, or feeling as though industry types are intruding into a sacred educator-reserved space.

Next: SXSW EDU, Austin, March 9-12, 2020.

SIIA Ed Tech Industry Conference

If anyone is playing the long game in edtech industry conferences, it’s the Software and Information Industry Association. The SIIA Ed Tech Industry Conference may be part of a larger “code and content” trade association, but it’s an organization in which the education division—technically, its Education Technology Industry Network—has traditionally been very strong.

SIIA’s long-running annual conference was once the only industry education conference with a technology emphasis. It’s undergone a few modest identity changes. The last time I wrote about it, the name had changed to “Education Industry Summit” from “Ed Tech Industry Summit.” But it’s generally been held in San Francisco, most recently every June. Attendance numbers more in the hundreds than the thousands, owing to SIIA’s tight focus on edtech industry companies.

What’s remained consistent—and is being emphasized even more this year—is that SIIA is a place where the industry, from K-12 through higher education, discusses the hard issues of building and maintaining an education technology business. It also has an established innovation showcase for startups, popular one-to-one business connection meetings, and the annual education CODiE Awards which are now in their 34th year.

Jill Abbott, the new senior vice president and managing director for SIIA’s ETIN, says she’s seen “a larger focus on start-ups in the event landscape” over the past five years, as well as a more thoughtful approach to programming. “Questions such as, ‘What are the educational trends?’ (and) ‘How can we help companies evolve their business model?’ are now being addressed,” she said.

As to where SIIA fits in, Abbott said: “SIIA views its role to focus on essential problems or questions that we need to address as an industry.” That includes making sure there’s a “call to action” in its conference programming, beyond exchanging ideas and networking. “Providing a call to action—whether it’s for diversity, equity, and inclusion, new marketing approaches, or how AI is impacting your business—brings the conversation outside of the event and into the organization,” she said.

Draw: Peer-to-peer conversations about the business of edtech, plus the CODiE Awards celebration marking the edtech industry’s highest honors.

Difference: Long-standing association event with a tight focus on industry and company needs.

Go: To discuss hard business issues, learn from what other companies have done, and connect.

Next: SIIA Ed Tech Industry Conference and CODiE Awards, San Francisco, June 10-12, 2019.
[UPDATE 6/17/19: The dates for the 2020 SIIA Ed Tech Industry Conference have been set, May 18-20, 2020, in San Francisco.]

EdNET, Content in Context and others

No industry-focused conference I highlighted five years ago survived completely unchanged. Some didn’t survive at all.

In 2014, Content in Context was a thriving conference for educational content publishers going digital, drawing hundreds to D.C. each June. Formerly called the Association of Educational Publishers (AEP) Summit, the event name changed to CiC and AEP was acquired by the Association of American Publishers. But its 2017 event, after a move to Philadelphia, was CiC’s last gasp.

I reached out to an AAP spokesperson who said the organization had recently hired a new leader for education, and anticipates future events that might be open to members and nonmembers alike.

Aging was somewhat kinder to EdNET: at least the event name survived. But both emphasis and length morphed. What had been the longest-running and broadest-based standalone K-12 industry conference—a fixture for three days each September that drew hundreds—also wrapped up in 2017. MDR, the marketing data and services company which ran it, moved to a new format in 2018. EdNET now is a set of three, smaller one-day regional events across the country, with a more narrow education marketing focus and fewer than 100 attendees each.

That cellular division and regeneration appears to have worked for MDR. Kristina James, who’s responsible for the EdNET events, said two of its three 2018 events had waitlists. Part of that success, she said, was in “minimizing the time and financial commitment necessary to attend and presenting content that was localized for attendees.” This year, EdNET plans to host similar one-day events in Boston, New York City and San Diego.

Industry reflected in a not-so-funhouse mirror

So you may now be thinking: What was it about 2017?

Here’s where it becomes clearer that the traditional edtech industry reached a Titanic tipping point of sorts: maybe not exactly in 2017 when certain high-profile events ended, but during the past five years. The conferences reflect that upending in three different ways (and it’s not simply that ASU GSV has sucked all the money people out of the industry conference room).

Consolidation. Not only is “edtech” no longer separate from “education,” but K-12, higher education, and workforce learning are less distinct and moving to more of a seamless continuum. (I keep returning to Deborah Quazzo’s delightful term “preK-Gray.”) Some individual industry-focused conferences may no longer make sense when companies are trying to cross boundaries and business models.

Delivery. The double-edged sword of better internet bandwidth enabling more education technology uptake is that people can now get the equivalent of live conference panels and keynotes in high-def, streamed remotely and sometimes in real time. As MDR’s Kristina James noted, “The education industry event landscape has really evolved over the past few years with more people connecting via webinars.” So the better conferences are evolving: fewer rote presentations and more face-to-face time, rapid-fire discussions, and unique experiences.

Generations. As an Exec of a Certain Age, this might ring more true to me than to others. But many startups that have flooded the industry over the past few years may prefer real-time remote over in-person interaction. That means attending fewer events, while making sure the ones they do attend have the most bang for the buck. In addition, the driving forces behind the longest-running edtech industry events are getting older; the analysts and organizers that put on the original-format EdNET for many years, for example, have retired. Newer blood has new approaches.

When you make plans to attend education technology industry events, remember that the conferences themselves can change as much as the industry does. As they say in the finance world—and perhaps more frequently at ASU GSV—past performance is no guarantee of future results. Or of edtech success.

This post originally appeared on EdSurge as, “Should I Stay or Should I Go? An Opinionated Guide to Changing Edtech Industry Conferences.” 

Today’s high school student in 2022: College technology expectations

Screen 53 of 57 presented at CAMEX 2019 in San Antonio at a thought leader session.

Three years from now, 15-year-old high school sophomores are going to be college freshmen. And their expectations about the tech that surrounds them in 2022 will have been shaped by both what they experienced in school as K-12 students and outside of school as teenaged consumers.

At CAMEX 2019 in San Antonio, held by the National Association of College Stores, I explored what that combined expectation of edtech and consumer tech exposure might mean. While the slides of my thought leadership session by themselves aren’t that useful without narration or detailed notes (I favor lots of images with any vivid words coming from me, not crowded bullet points), I did summarize my trends take in a series of a dozen tweets. Of course.

You can read more about three of these trends in a think piece I wrote for EdSurge afterwards, “Analysis: Is higher ed ready for the tech expectations of the teens of 2022?

In the talk itself, there were five K-12 tech trends and seven consumer tech trends with teen takeaways. Across 57 slides. And yes, I did cover it in one energetic hour, with time left for Q&A.

What’s happened to edtech industry news?

http://www.sfcenter.ku.edu/sturgeon-campbell-awards.htm#images
Theodore Sturgeon Award trophy “asks the next question.” (Gunn Center Photo)

I don’t do tweet storms much. But recently, I got riled up about the state of K-12 edtech industry news coverage. Ten tweets resulted.

I don’t regret any of what I wrote rapidly that morning. Except maybe misspelling “motivators” in the very first tweet, a typo I introduced as I tried to make “motivations” fit into Twitter’s 280-character limit and had to come up with another word.

I’ll also point out that EdSurge is doing some good reporting in the K-12 edtech area. What EdSurge writes can be selective and uneven as the edtech news and resource site has expanded its coverage  into higher education and adjacent markets.  Yet some of EdSurge’s best work has come from Managing Editor Tony Wan, who provides context and background, and not just the latest press release.

I also didn’t mention Education Week’s EdWeek Market Brief, which arose as the funding boom did (and seems to be tinged with the patina of a subscription market research service, but isn’t quite that). Still, it’s not edtech-specific, and appears to be a bit of a side project to Education Week’s mainstay good work in covering education as a whole.

That leads to one final postscript observation: Perhaps there just isn’t enough, in these days of click-bait and cut-back journalism, of what science-fiction writer Theodore Sturgeon once simply called, “Ask the next question.” He was describing it in terms of good speculation and debate. It’s also a hallmark of good journalism.

One year ago today, I silenced myself

FrankBWSXSWeduOne year ago today, I was preparing my final presentation for an education technology conference, a practical session at ISTE on students’ digital footprints and privacy.

One year ago today, I had finished dealing with comments and tweets on my last education technology analysis, a snarkfest for GeekWire on edtech trends, fads, and WTFs.

GeekWirecolumnsOne year ago today, I walked away from formally writing or speaking about edtech. I did so after two decades of writing and speaking about edtech, in locations as varied as New Zealand and DC, and for vehicles as varied as EdSurge and MindShift.

It was a departure I had planned for months, after many well-received keynotes and columns as an independent observer.

ETIN2As 365 days passed, a few began to notice my absence as a speaker or attendee at industry-focused conferences (this month, I shed my Advisory Board member role for SXSWedu, one that I’d held since 2012). A very fewer have asked: Why?

I usually coyly respond that it was time, that I was pruning extraneous activity. Now it seems worth unpacking that further into three reasons:

  • The influence of stupid money. Venture capital has an important role to play in accelerating startups and good ideas. But cash can equally and aggressively propel bad ideas. It was becoming increasingly clear that, as with consumer tech in the late 1990s, too much money was chasing too few good ideas in edtech by the middle of this decade. That gold-rush mentality was influencing what people wanted to write about, read about, hear about, and even which conferences waned and waxed.
  • The binary religious war. More and more of the conversation about edtech — inflamed by limited attention spans and limited social media character counts — devolved into an “edtech is education’s savior” or “edtech is de-humanizingly evil” binary argument. (There also were hidden financial or social agendas in which edtech was purely used as a stalking horse.) The truth is far more nuanced. Edtech is a tool that can be used both badly and well under human direction. And “edtech” is no longer just one thing, like a network connection, or a device, or software: It takes so many forms, that loving or hating “edtech” generically is meaningless. But nuance is not currently in vogue in popular dialogue, and I deal in nuance and its antecedent, thoughtfulness.
  • The lack of anything new to say. I still have plenty I’m observing and noting about education technology. I’m just no longer saying it publicly, because so much of what I have to say would repeat what I’ve said before about appropriate use, workable business models, realistic speed of change and all that. The only thing worse than a voice crying in the wilderness is the cranky old guy repeatedly yelling, “Get off my lawn!” Sometimes, the best approach when you have nothing significantly new to add is to simply shut up.

I still work in edtech. I still believe it has promise. I still occasionally write and speak about other types of technology (most recently, on subjects from Amazon to digital public media for GeekWire).

But as for edtech? Others can own the microphone and keyboard. I’ll let my previous work speak for itself. Unless or until, that is, I get so worked up that I can’t stand being silent anymore.

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P.S. Still reading? Even though I’m not formally writing or speaking about edtech right now, I do tweet. And an ad hoc comment might occasionally leave my lips. As it appropriately did at ISTE this week, a year after my last formal presentation. Kevin Hogan pulled me in front of a camera to ask me about trends I saw on the exhibit floor for his Tech & Learning Live broadcast. Enjoy. But please don’t get used to it.

Old columnists never die, nor fade

It’s been nearly a year since I made the conscious decision to not pursue new speaking or writing opportunities about education technology.  Think of it as a pruning of extraneous activity. But previous columns — and comments — about edtech and even tech persist to spur new observations.

IMG_20150617_132617(For those wondering, my self-imposed exile date was last June 30, shortly after my EdTech for Export keynote in Wellington, New Zealand. That was a wonderful swan song in terms of content and setting. And yes, I want to go back and see more.)DSCN1326

At the same time as I ended my edtech speaking and writing, I took a hiatus from my non-edtech analysis and commentary for GeekWire, which I’ve since resumed as circumstances and snark allow.

Yet I wasn’t invisible in that near-year, even without the recent GeekWire byline re-appearance.

  • EdSurge picked my brain when the Software and Information Industry Association acquired the members of the Education Industry Association in April, because I’d been an SIIA Education division board member and once keynoted events for both organizations;
  • KIRO-FM Seattle interviewed me about what Microsoft’s launch of its Minecraft Education Edition meant for its “ed cred” in January, as I’d analyzed Microsoft + Minecraft for GeekWire in the past (which GeekWire itself noted at the time);
  • USA Today, in a January article on Apple’s brand in education and elsewhere, cited my observation that Apple’s “brand is being nibbled to death by many ducks” (yeah, I love analogy and metaphor); and,
  • GeekWire’s Generation App podcast trotted me out as a long-time tech industry dinosaur observer in March when it examined video cord cutters and why they did or didn’t do it.

Of course, I continue to have a full-time role in education technology. I’m still learning. Just a bit less distracted as I absorb more.

The bottom line of the continuing coverage? In a digital world, when you have a reputation, you can run. But it appears you can’t hide. No matter what that reputation is. Or how much fun you’re avoiding.

Edtech needs information as much as data

In my annual EdSurge look ahead to the New Year, I instead take a look back at why I almost quit edtech in 2014. It has to do with information. And I don’t mean education “data.”

I’ve been fortunate to dabble in many interests and even call three of them careers (journalism, tech industry marketing, and education technology marketing and analysis). One common thread cuts through all of it: the power of clear, concise and accurate communication.

CatalanosaurIt doesn’t matter if you’re trying to inform or motivate, being specific, honest and unique (in voice or perspective) trumps trendy buzzwords or misdirection. Especially if you’re in it for the long haul.

Not enough of those now cloaking themselves in the mantle of “education technology” seem to be. There’s a lot of short-term thinking (be it for greed or political gain) and of using a thin veneer of edtech to promote or oppose issues that have little to do with the appropriate, intelligent use of technology for all levels of learning.

EdSurge had the clever idea of having this year’s annual outlooks be in the form of a response to a college application essay prompt. So mine answers the question, “Why are you here and not somewhere else?

Damn good question. My answer is in, “Frank Catalano’s 2015 Personal Statement: Harnessing the Power of Information,” at EdSurge.

STEM and fake scientific literacy

The prevalence of “science” in popular culture, STEM (science-technology-engineering-mathematics) hype in education, and the trappings of tech obscure one important fact: As a society, we are still woefully not scientifically literate.

Over at GeekWire, I detail the disconnect between geek culture and scientific literacy. Being able to use an advanced piece of technology isn’t the same as understanding the processes and underlying scientific principles that went into creating it.

Or, as someone commented on Twitter, “Yes! there is a vast difference between CREATING Facebook and posting on Facebook how wasted you got last night.”StarWarsbookphoto2

It all comes down to thinking through and applying the scientific method in everyday life, something your iPhone 6 Plus will not do for you. And it also requires knowing that each of the four disciplines that make up STEM are not the same. If you get one, you don’t automatically get them all.

The original GeekWire post bore the headline, “Scientific literacy: Buried under tech’s trappings.”

But the education technology news site EdSurge re-posted it later (with permission, of course), and got even more to the point in its title: “STEM and the Era of Artificial Scientific Literacy.” EdSurge had a much better header graphic than the one I used at GeekWire, too. Other than that, the two posts are identical.

Now off to watch the Star Wars Episode VII trailer again to try and figure out how that new-style light saber works.

Microsoft’s Minecraft education opportunity

Sure, $2.5 billion is a lot to pay for the maker of Minecraft. But what might it mean for Microsoft’s education strategy?

Over at GeekWire, I do a quick back-of-the-envelope analysis of this week’s announcement that Microsoft plans to buy Minecraft maker Mojang. Missing in the initial announcements — by Microsoft, by the head of Xbox, and by Mojang — was any acknowledgement of Minecraft’s huge popularity in K-12 schools as an instructional tool for STEM (science, technology, engineering and mathematics) subjects.

ClippyMinecraftAlso missing was any reaction from TeacherGaming, which is Mojang’s officially supported licensee for selling an education-specific version of Minecraft — MinecraftEdu — to schools, libraries and museums. That, in itself, isn’t surprising, as the effect on TeacherGaming of the Microsoft announcement will likely not be known until Mojang passes the ownership baton. (An email from TeacherGaming pretty much confirmed that there was no substantive news to share yet.) The sale should close, Microsoft’s news release says, later this year.

Microsoft’s lack of initial edu-comment was rectified when CEO Satya Nadella made a lunchtime appearance at the Seattle Metropolitan Chamber of Commerce and boasted of Minecraft, “It’s the one game parents want their kids to play.”

But neither Nadella, nor official Microsoft public relations, would go into any specifics. So I, uh, helpfully have made some suggestions. Especially in light of Microsoft’s often opaque education strategy, which I noted as far back as 2011.

Read, “How Microsoft can use Minecraft to build its education strategy,” over at GeekWire. (Or, if you prefer, on EdSurge.)

And a tip of the hat to @PoweredRedstone for sharing a brilliant Clippy-Minecraft graphic mashup on Twitter.

OER and paid content learn to play nicely

The digital materials school playground is one of uneasiness, as traditional paid resources and Open Educational Resources (OER) figure out how to play nicely together. But they keep encountering three hazards: platforms, sustainability, even definitions.

Over at EdSurge, I examine each of these issues with experts who have current roles or backgrounds in traditional publishing, OER advocacy and edtech software. The upshot: the two forms of digital instructional content are getting closer to cooperating in schools, but in the near term playtime may be a bit unruly.

500px-OER_Logo.svgThis column has its roots in the opening keynote session I led at the 2014 Content in Context conference, an annual industry event hosted by the Association of American Publishers preK-12 Learning Group (formerly the Association of Educational Publishers).

As with most sessions I moderate, I eschew PowerPoint. It makes for a much livelier session, but also means I have to record — and transcribe — the proceedings if I plan to do anything with the results later. (I recommend the Tascam DR-40 digital audio recorder, by the way: adjustable microphones, rugged and hand-held.)

So is OER a threat or an opportunity for traditional education companies? A few transcribed quotes that didn’t make it into the finished post:

Dan Caton, former president of Pearson Learning Group and McGraw-Hill School Education, and now president of Wittel/Morris Strategic Consulting: “For core curriculum, if the Open Educational Resources community gets its act together, it’s a tremendous threat” to traditional publishers.“It’s surprisingly good content … sometimes.” And in its current state, as “supplemental content, it’s a great opportunity for everyone.”

Tim Hudson, senior director of curriculum design for DreamBox Learning and a former math teacher:  Companies need to ask themselves, “What do you bring to your classroom that teachers can’t get for free on the Internet? … When we piece together either print resources or digital resources, we wrongly think about learning as incrementally just going through a series of activities.”

Tom Woodward, former director of instructional technology with Henrico County Public Schools in Virginia, now at Virginia Commonwealth University:  With OER and traditional publisher content, “There’s a large continuum with lots of gray in between.” For companies looking at integrating the two, “There’s lots of opportunity, because this is a very difficult thing to do.”

And one closing note: This post marks my final regular column for EdSurge. Matters of both time and focus require me to step back from my writing sideline somewhat. But there’s an EdSurge archive of my contributions to date.

Read, “The unruly playground: free OER and paid digital materials,” at EdSurge.

The “believability barrier” to tech adoption

Customers aware of product? Check. Product works as advertised? Check. Customers believe the product works as advertised? Uh oh.

The believability barrier is where edtech (and other tech) products can get stuck.

Over at EdSurge, I look at this ongoing challenge for any new technology through the lens of two technologies that have been turned into education products or services: online proctoring in higher ed, which has recently surmounted the barrier, and automated essay scoring in K-12, which is still scaling it.

By English: Cpl. Patrick Fleischman [Public domain], via Wikimedia Commons" href="http://commons.wikimedia.org/wiki/File%3AUSMC-090507-M-3035F-562.jpg">
(Image via Wikimedia Commons, public domain)

Even if/when a technology product or service hurdles the barrier, it doesn’t mean that tech is appropriate for every use in every situation. Actually, often what makes it possible to make it around that third obstacle is creators and users of a new tech figure out where it will work the best, neither over-promising nor over-criticizing what it can or cannot do.

Automated essay scoring, for example, appears to be settling into a position that requires a human touch, both so machine and human scorer backstop each other, and so humans provide deep feedback when the technology is used to encourage student writing practice. (The human part delights me, of course, as a one-time fiction and current column writer.)

Read, “The believability barrier: automated essay scoring,” at EdSurge.