How technology is reinventing education

Stanford Graduate School of Education Dean Dan Schwartz and other education scholars weigh in on what's next for some of the technology trends taking center stage in the classroom.

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Image credit: Claire Scully

New advances in technology are upending education, from the recent debut of new artificial intelligence (AI) chatbots like ChatGPT to the growing accessibility of virtual-reality tools that expand the boundaries of the classroom. For educators, at the heart of it all is the hope that every learner gets an equal chance to develop the skills they need to succeed. But that promise is not without its pitfalls.

“Technology is a game-changer for education – it offers the prospect of universal access to high-quality learning experiences, and it creates fundamentally new ways of teaching,” said Dan Schwartz, dean of Stanford Graduate School of Education (GSE), who is also a professor of educational technology at the GSE and faculty director of the Stanford Accelerator for Learning . “But there are a lot of ways we teach that aren’t great, and a big fear with AI in particular is that we just get more efficient at teaching badly. This is a moment to pay attention, to do things differently.”

For K-12 schools, this year also marks the end of the Elementary and Secondary School Emergency Relief (ESSER) funding program, which has provided pandemic recovery funds that many districts used to invest in educational software and systems. With these funds running out in September 2024, schools are trying to determine their best use of technology as they face the prospect of diminishing resources.

Here, Schwartz and other Stanford education scholars weigh in on some of the technology trends taking center stage in the classroom this year.

AI in the classroom

In 2023, the big story in technology and education was generative AI, following the introduction of ChatGPT and other chatbots that produce text seemingly written by a human in response to a question or prompt. Educators immediately worried that students would use the chatbot to cheat by trying to pass its writing off as their own. As schools move to adopt policies around students’ use of the tool, many are also beginning to explore potential opportunities – for example, to generate reading assignments or coach students during the writing process.

AI can also help automate tasks like grading and lesson planning, freeing teachers to do the human work that drew them into the profession in the first place, said Victor Lee, an associate professor at the GSE and faculty lead for the AI + Education initiative at the Stanford Accelerator for Learning. “I’m heartened to see some movement toward creating AI tools that make teachers’ lives better – not to replace them, but to give them the time to do the work that only teachers are able to do,” he said. “I hope to see more on that front.”

He also emphasized the need to teach students now to begin questioning and critiquing the development and use of AI. “AI is not going away,” said Lee, who is also director of CRAFT (Classroom-Ready Resources about AI for Teaching), which provides free resources to help teach AI literacy to high school students across subject areas. “We need to teach students how to understand and think critically about this technology.”

Immersive environments

The use of immersive technologies like augmented reality, virtual reality, and mixed reality is also expected to surge in the classroom, especially as new high-profile devices integrating these realities hit the marketplace in 2024.

The educational possibilities now go beyond putting on a headset and experiencing life in a distant location. With new technologies, students can create their own local interactive 360-degree scenarios, using just a cell phone or inexpensive camera and simple online tools.

“This is an area that’s really going to explode over the next couple of years,” said Kristen Pilner Blair, director of research for the Digital Learning initiative at the Stanford Accelerator for Learning, which runs a program exploring the use of virtual field trips to promote learning. “Students can learn about the effects of climate change, say, by virtually experiencing the impact on a particular environment. But they can also become creators, documenting and sharing immersive media that shows the effects where they live.”

Integrating AI into virtual simulations could also soon take the experience to another level, Schwartz said. “If your VR experience brings me to a redwood tree, you could have a window pop up that allows me to ask questions about the tree, and AI can deliver the answers.”

Gamification

Another trend expected to intensify this year is the gamification of learning activities, often featuring dynamic videos with interactive elements to engage and hold students’ attention.

“Gamification is a good motivator, because one key aspect is reward, which is very powerful,” said Schwartz. The downside? Rewards are specific to the activity at hand, which may not extend to learning more generally. “If I get rewarded for doing math in a space-age video game, it doesn’t mean I’m going to be motivated to do math anywhere else.”

Gamification sometimes tries to make “chocolate-covered broccoli,” Schwartz said, by adding art and rewards to make speeded response tasks involving single-answer, factual questions more fun. He hopes to see more creative play patterns that give students points for rethinking an approach or adapting their strategy, rather than only rewarding them for quickly producing a correct response.

Data-gathering and analysis

The growing use of technology in schools is producing massive amounts of data on students’ activities in the classroom and online. “We’re now able to capture moment-to-moment data, every keystroke a kid makes,” said Schwartz – data that can reveal areas of struggle and different learning opportunities, from solving a math problem to approaching a writing assignment.

But outside of research settings, he said, that type of granular data – now owned by tech companies – is more likely used to refine the design of the software than to provide teachers with actionable information.

The promise of personalized learning is being able to generate content aligned with students’ interests and skill levels, and making lessons more accessible for multilingual learners and students with disabilities. Realizing that promise requires that educators can make sense of the data that’s being collected, said Schwartz – and while advances in AI are making it easier to identify patterns and findings, the data also needs to be in a system and form educators can access and analyze for decision-making. Developing a usable infrastructure for that data, Schwartz said, is an important next step.

With the accumulation of student data comes privacy concerns: How is the data being collected? Are there regulations or guidelines around its use in decision-making? What steps are being taken to prevent unauthorized access? In 2023 K-12 schools experienced a rise in cyberattacks, underscoring the need to implement strong systems to safeguard student data.

Technology is “requiring people to check their assumptions about education,” said Schwartz, noting that AI in particular is very efficient at replicating biases and automating the way things have been done in the past, including poor models of instruction. “But it’s also opening up new possibilities for students producing material, and for being able to identify children who are not average so we can customize toward them. It’s an opportunity to think of entirely new ways of teaching – this is the path I hope to see.”

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Top 10 Education PowerPoint Templates with Samples and Examples

Top 10 Education PowerPoint Templates with Samples and Examples

Taranjeet Singh

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Did you know that, on average, people retain 65% of information when presented visually compared to just 10% of text? This staggering fact underscores the power of visual aids in communication, especially in education.

Importance of Education

Education stands as the cornerstone of progress in an era dominated by information and technological advancements. As the global landscape evolves at an unprecedented pace, effective communication of educational content becomes more crucial than ever. Whether you're an educator, student, or professional, the ability to convey ideas in a compelling and visually appealing manner is a skill that is critical.

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You can go through technology-driven innovations featuring slides on integrating IoT tracking, transformative advancements in admission processes, and cutting-edge video conferencing solutions. Use this slide to understand contemporary learning methodologies with a dedicated focus on adaptive learning and smart class implementations. You can illuminate the path forward by leveraging analytics to automate processes. Download the PPT deck today!

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This PPT Slide is an indispensable resource, providing an overview of the challenges and trends shaping the global education sector in the wake of COVID-19. With over 40 insightful slides, this presentation deck begins with an in-depth analysis of the pandemic's overarching impact on global education landscape, transitioning to a focused examination of the specific challenges that the education sector faces. The deck also highlights trends emerging due to the pandemic, shedding light on data points such as the sustainability rate of COVID across the education sector.

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New global data reveal education technology’s impact on learning

The promise of technology in the classroom is great: enabling personalized, mastery-based learning; saving teacher time; and equipping students with the digital skills they will need  for 21st-century careers. Indeed, controlled pilot studies have shown meaningful improvements in student outcomes through personalized blended learning. 1 John F. Pane et al., “How does personalized learning affect student achievement?,” RAND Corporation, 2017, rand.org. During this time of school shutdowns and remote learning , education technology has become a lifeline for the continuation of learning.

As school systems begin to prepare for a return to the classroom , many are asking whether education technology should play a greater role in student learning beyond the immediate crisis and what that might look like. To help inform the answer to that question, this article analyzes one important data set: the 2018 Programme for International Student Assessment (PISA), published in December 2019 by the Organisation for Economic Co-operation and Development (OECD).

Every three years, the OECD uses PISA to test 15-year-olds around the world on math, reading, and science. What makes these tests so powerful is that they go beyond the numbers, asking students, principals, teachers, and parents a series of questions about their attitudes, behaviors, and resources. An optional student survey on information and communications technology (ICT) asks specifically about technology use—in the classroom, for homework, and more broadly.

In 2018, more than 340,000 students in 51 countries took the ICT survey, providing a rich data set for analyzing key questions about technology use in schools. How much is technology being used in schools? Which technologies are having a positive impact on student outcomes? What is the optimal amount of time to spend using devices in the classroom and for homework? How does this vary across different countries and regions?

From other studies we know that how education technology is used, and how it is embedded in the learning experience, is critical to its effectiveness. This data is focused on extent and intensity of use, not the pedagogical context of each classroom. It cannot therefore answer questions on the eventual potential of education technology—but it can powerfully tell us the extent to which that potential is being realized today in classrooms around the world.

Five key findings from the latest results help answer these questions and suggest potential links between technology and student outcomes:

  • The type of device matters—some are associated with worse student outcomes.
  • Geography matters—technology is associated with higher student outcomes in the United States than in other regions.
  • Who is using the technology matters—technology in the hands of teachers is associated with higher scores than technology in the hands of students.
  • Intensity matters—students who use technology intensely or not at all perform better than those with moderate use.
  • A school system’s current performance level matters—in lower-performing school systems, technology is associated with worse results.

This analysis covers only one source of data, and it should be interpreted with care alongside other relevant studies. Nonetheless, the 2018 PISA results suggest that systems aiming to improve student outcomes should take a more nuanced and cautious approach to deploying technology once students return to the classroom. It is not enough add devices to the classroom, check the box, and hope for the best.

What can we learn from the latest PISA results?

How will the use, and effectiveness, of technology change post-covid-19.

The PISA assessment was carried out in 2018 and published in December 2019. Since its publication, schools and students globally have been quite suddenly thrust into far greater reliance on technology. Use of online-learning websites and adaptive software has expanded dramatically. Khan Academy has experienced a 250 percent surge in traffic; smaller sites have seen traffic grow fivefold or more. Hundreds of thousands of teachers have been thrown into the deep end, learning to use new platforms, software, and systems. No one is arguing that the rapid cobbling together of remote learning under extreme time pressure represents best-practice use of education technology. Nonetheless, a vast experiment is underway, and innovations often emerge in times of crisis. At this point, it is unclear whether this represents the beginning of a new wave of more widespread and more effective technology use in the classroom or a temporary blip that will fade once students and teachers return to in-person instruction. It is possible that a combination of software improvements, teacher capability building, and student familiarity will fundamentally change the effectiveness of education technology in improving student outcomes. It is also possible that our findings will continue to hold true and technology in the classroom will continue to be a mixed blessing. It is therefore critical that ongoing research efforts track what is working and for whom and, just as important, what is not. These answers will inform the project of reimagining a better education for all students in the aftermath of COVID-19.

PISA data have their limitations. First, these data relate to high-school students, and findings may not be applicable in elementary schools or postsecondary institutions. Second, these are single-point observational data, not longitudinal experimental data, which means that any links between technology and results should be interpreted as correlation rather than causation. Third, the outcomes measured are math, science, and reading test results, so our analysis cannot assess important soft skills and nonacademic outcomes.

It is also worth noting that technology for learning has implications beyond direct student outcomes, both positive and negative. PISA cannot address these broader issues, and neither does this paper.

But PISA results, which we’ve broken down into five key findings, can still provide powerful insights. The assessment strives to measure the understanding and application of ideas, rather than the retention of facts derived from rote memorization, and the broad geographic coverage and sample size help elucidate the reality of what is happening on the ground.

Finding 1: The type of device matters

The evidence suggests that some devices have more impact than others on outcomes (Exhibit 1). Controlling for student socioeconomic status, school type, and location, 2 Specifically, we control for a composite indicator for economic, social, and cultural status (ESCS) derived from questions about general wealth, home possessions, parental education, and parental occupation; for school type “Is your school a public or a private school” (SC013); and for school location (SC001) where the options are a village, hamlet or rural area (fewer than 3,000 people), a small town (3,000 to about 15,000 people), a town (15,000 to about 100,000 people), a city (100,000 to about 1,000,000 people), and a large city (with more than 1,000,000 people). the use of data projectors 3 A projector is any device that projects computer output, slides, or other information onto a screen in the classroom. and internet-connected computers in the classroom is correlated with nearly a grade-level-better performance on the PISA assessment (assuming approximately 40 PISA points to every grade level). 4 Students were specifically asked (IC009), “Are any of these devices available for you to use at school?,” with the choices being “Yes, and I use it,” “Yes, but I don’t use it,” and “No.” We compared the results for students who have access to and use each device with those who do not have access. The full text for each device in our chart was as follows: Data projector, eg, for slide presentations; Internet-connected school computers; Desktop computer; Interactive whiteboard, eg, SmartBoard; Portable laptop or notebook; and Tablet computer, eg, iPad, BlackBerry PlayBook.

On the other hand, students who use laptops and tablets in the classroom have worse results than those who do not. For laptops, the impact of technology varies by subject; students who use laptops score five points lower on the PISA math assessment, but the impact on science and reading scores is not statistically significant. For tablets, the picture is clearer—in every subject, students who use tablets in the classroom perform a half-grade level worse than those who do not.

Some technologies are more neutral. At the global level, there is no statistically significant difference between students who use desktop computers and interactive whiteboards in the classroom and those who do not.

Finding 2: Geography matters

Looking more closely at the reading results, which were the focus of the 2018 assessment, 5 PISA rotates between focusing on reading, science, and math. The 2018 assessment focused on reading. This means that the total testing time was two hours for each student, of which one hour was reading focused. we can see that the relationship between technology and outcomes varies widely by country and region (Exhibit 2). For example, in all regions except the United States (representing North America), 6 The United States is the only country that took the ICT Familiarity Questionnaire survey in North America; thus, we are comparing it as a country with the other regions. students who use laptops in the classroom score between five and 12 PISA points lower than students who do not use laptops. In the United States, students who use laptops score 17 PISA points higher than those who do not. It seems that US students and teachers are doing something different with their laptops than those in other regions. Perhaps this difference is related to learning curves that develop as teachers and students learn how to get the most out of devices. A proxy to assess this learning curve could be penetration—71 percent of US students claim to be using laptops in the classroom, compared with an average of 37 percent globally. 7 The rate of use excludes nulls. The United States measures higher than any other region in laptop use by students in the classroom. US = 71 percent, Asia = 40 percent, EU = 35 percent, Latin America = 31 percent, MENA = 21 percent, Non-EU Europe = 41 percent. We observe a similar pattern with interactive whiteboards in non-EU Europe. In every other region, interactive whiteboards seem to be hurting results, but in non-EU Europe they are associated with a lift of 21 PISA points, a total that represents a half-year of learning. In this case, however, penetration is not significantly higher than in other developed regions.

Finding 3: It matters whether technology is in the hands of teachers or students

The survey asks students whether the teacher, student, or both were using technology. Globally, the best results in reading occur when only the teacher is using the device, with some benefit in science when both teacher and students use digital devices (Exhibit 3). Exclusive use of the device by students is associated with significantly lower outcomes everywhere. The pattern is similar for science and math.

Again, the regional differences are instructive. Looking again at reading, we note that US students are getting significant lift (three-quarters of a year of learning) from either just teachers or teachers and students using devices, while students alone using a device score significantly lower (half a year of learning) than students who do not use devices at all. Exclusive use of devices by the teacher is associated with better outcomes in Europe too, though the size of the effect is smaller.

Finding 4: Intensity of use matters

PISA also asked students about intensity of use—how much time they spend on devices, 8 PISA rotates between focusing on reading, science, and math. The 2018 assessment focused on reading. This means that the total testing time was two hours for each student, of which one hour was reading focused. both in the classroom and for homework. The results are stark: students who either shun technology altogether or use it intensely are doing better, with those in the middle flailing (Exhibit 4).

The regional data show a dramatic picture. In the classroom, the optimal amount of time to spend on devices is either “none at all” or “greater than 60 minutes” per subject per week in every region and every subject (this is the amount of time associated with the highest student outcomes, controlling for student socioeconomic status, school type, and location). In no region is a moderate amount of time (1–30 minutes or 31–60 minutes) associated with higher student outcomes. There are important differences across subjects and regions. In math, the optimal amount of time is “none at all” in every region. 9 The United States is the only country that took the ICT Familiarity Questionnaire survey in North America; thus, we are comparing it as a country with the other regions. In reading and science, however, the optimal amount of time is greater than 60 minutes for some regions: Asia and the United States for reading, and the United States and non-EU Europe for science.

The pattern for using devices for homework is slightly less clear cut. Students in Asia, the Middle East and North Africa (MENA), and non-EU Europe score highest when they spend “no time at all” on devices for their homework, while students spending a moderate amount of time (1–60 minutes) score best in Latin America and the European Union. Finally, students in the United States who spend greater than 60 minutes are getting the best outcomes.

One interpretation of these data is that students need to get a certain familiarity with technology before they can really start using it to learn. Think of typing an essay, for example. When students who mostly write by hand set out to type an essay, their attention will be focused on the typing rather than the essay content. A competent touch typist, however, will get significant productivity gains by typing rather than handwriting.

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Finding 5: the school systems’ overall performance level matters.

Diving deeper into the reading outcomes, which were the focus of the 2018 assessment, we can see the magnitude of the impact of device use in the classroom. In Asia, Latin America, and Europe, students who spend any time on devices in their literacy and language arts classrooms perform about a half-grade level below those who spend none at all. In MENA, they perform more than a full grade level lower. In the United States, by contrast, more than an hour of device use in the classroom is associated with a lift of 17 PISA points, almost a half-year of learning improvement (Exhibit 5).

At the country level, we see that those who are on what we would call the “poor-to-fair” stage of the school-system journey 10 Michael Barber, Chinezi Chijoke, and Mona Mourshed, “ How the world’s most improved school systems keep getting better ,” November 2010. have the worst relationships between technology use and outcomes. For every poor-to-fair system taking the survey, the amount of time on devices in the classroom associated with the highest student scores is zero minutes. Good and great systems are much more mixed. Students in some very highly performing systems (for example, Estonia and Chinese Taipei) perform highest with no device use, but students in other systems (for example, Japan, the United States, and Australia) are getting the best scores with over an hour of use per week in their literacy and language arts classrooms (Exhibit 6). These data suggest that multiple approaches are effective for good-to-great systems, but poor-to-fair systems—which are not well equipped to use devices in the classroom—may need to rethink whether technology is the best use of their resources.

What are the implications for students, teachers, and systems?

Looking across all these results, we can say that the relationship between technology and outcomes in classrooms today is mixed, with variation by device, how that device is used, and geography. Our data do not permit us to draw strong causal conclusions, but this section offers a few hypotheses, informed by existing literature and our own work with school systems, that could explain these results.

First, technology must be used correctly to be effective. Our experience in the field has taught us that it is not enough to “add technology” as if it were the missing, magic ingredient. The use of tech must start with learning goals, and software selection must be based on and integrated with the curriculum. Teachers need support to adapt lesson plans to optimize the use of technology, and teachers should be using the technology themselves or in partnership with students, rather than leaving students alone with devices. These lessons hold true regardless of geography. Another ICT survey question asked principals about schools’ capacity using digital devices. Globally, students performed better in schools where there were sufficient numbers of devices connected to fast internet service; where they had adequate software and online support platforms; and where teachers had the skills, professional development, and time to integrate digital devices in instruction. This was true even accounting for student socioeconomic status, school type, and location.

COVID-19 and student learning in the United States: The hurt could last a lifetime

COVID-19 and student learning in the United States: The hurt could last a lifetime

Second, technology must be matched to the instructional environment and context. One of the most striking findings in the latest PISA assessment is the extent to which technology has had a different impact on student outcomes in different geographies. This corroborates the findings of our 2010 report, How the world’s most improved school systems keep getting better . Those findings demonstrated that different sets of interventions were needed at different stages of the school-system reform journey, from poor-to-fair to good-to-great to excellent. In poor-to-fair systems, limited resources and teacher capabilities as well as poor infrastructure and internet bandwidth are likely to limit the benefits of student-based technology. Our previous work suggests that more prescriptive, teacher-based approaches and technologies (notably data projectors) are more likely to be effective in this context. For example, social enterprise Bridge International Academies equips teachers across several African countries with scripted lesson plans using e-readers. In general, these systems would likely be better off investing in teacher coaching than in a laptop per child. For administrators in good-to-great systems, the decision is harder, as technology has quite different impacts across different high-performing systems.

Third, technology involves a learning curve at both the system and student levels. It is no accident that the systems in which the use of education technology is more mature are getting more positive impact from tech in the classroom. The United States stands out as the country with the most mature set of education-technology products, and its scale enables companies to create software that is integrated with curricula. 11 Common Core State Standards sought to establish consistent educational standards across the United States. While these have not been adopted in all states, they cover enough states to provide continuity and consistency for software and curriculum developers. A similar effect also appears to operate at the student level; those who dabble in tech may be spending their time learning the tech rather than using the tech to learn. This learning curve needs to be built into technology-reform programs.

Taken together, these results suggest that systems that take a comprehensive, data-informed approach may achieve learning gains from thoughtful use of technology in the classroom. The best results come when significant effort is put into ensuring that devices and infrastructure are fit for purpose (fast enough internet service, for example), that software is effective and integrated with curricula, that teachers are trained and given time to rethink lesson plans integrating technology, that students have enough interaction with tech to use it effectively, and that technology strategy is cognizant of the system’s position on the school-system reform journey. Online learning and education technology are currently providing an invaluable service by enabling continued learning over the course of the pandemic; this does not mean that they should be accepted uncritically as students return to the classroom.

Jake Bryant is an associate partner in McKinsey’s Washington, DC, office; Felipe Child is a partner in the Bogotá office; Emma Dorn is the global Education Practice manager in the Silicon Valley office; and Stephen Hall is an associate partner in the Dubai office.

The authors wish to thank Fernanda Alcala, Sujatha Duraikkannan, and Samuel Huang for their contributions to this article.

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Technology in education

As recognised in the Incheon Declaration, the achievement of SDG 4 is dependent on opportunities and challenges posed by technology, a relationship that was strengthened by the onset of the COVID-19 pandemic. Technology appears in six out of the ten targets in the fourth Sustainable Development goal on education. These references recognize that technology affects education through five distinct channels, as input, means of delivery, skill, tool for planning, and providing a social and cultural context.

There are often bitter divisions in how the role of technology is viewed, however. These divisions are widening as the technology is evolving at breakneck speed.  The 2023 GEM Report on technology and education explores these debates, examining education challenges to which appropriate use of technology can offer solutions (access, equity and inclusion; quality; technology advancement; system management), while recognizing that many solutions proposed may also be detrimental.

The report also explores three system-wide conditions (access to technology, governance regulation, and teacher preparation) that need to be met for any technology in education to reach its full potential. It provides the mid-term assessment of progress towards SDG 4 , which was summarized in a brochure and promoted at the 2023 SDG Summit.

The 2023 GEM Report and 200 PEER country profiles on technology and education were launched on 26 July. A recording of the global launch event can be watched  here  and a south-south dialogue between Ministers of education in Latin America and Africa here .

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The GEM Report is partnering with Restless Development  to mobilize youth globally to inform the development of the 2023 Youth Report, exploring how technology can address various education challenges.

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Educational Technology Presentation Slide

Educators are increasingly using digital versions of lectures and educational materials to deliver content to their students, including templates for various sessions such as webinars and research projects. One such template is designed with a pencil subject and cool background colors, making it visually engaging and eye-catching. It is ideal for quizzes, games, and other interactive activities, helping educators and professionals quickly convey ideas to their audience. The template can be customized and adapted to meet specific needs and requirements. It offers a creative way to interact with the audience, making the educational experience more engaging and enjoyable for everyone involved.

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Educational Technology PPT: Definition, Theory and Technology

Educational Technology PPT: Definition, Theory and Technology Free Download: Educational technology (typically abbreviated as edutech, or edtech) is the blended use of laptop hardware, software, and academic idea and exercise to facilitate gaining knowledge of. When noted with its abbreviation, edtech, it frequently refers to the industry of businesses that create educational technology.

In addition to the sensible educational experience, educational technology is primarily based totally on theoretical know-how from diverse disciplines together with conversation, education, psychology, sociology, synthetic intelligence, and computer science. It encompasses numerous domain names inclusive of gaining knowledge of idea, computer-primarily based totally training, online learning, and m-learning in which cellular technology are used.

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Educational Technology PPT : Definition, Theory and Technology

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How technology is reinventing education.

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New advances in technology are upending education, from the recent debut of new artificial intelligence (AI) chatbots like ChatGPT to the growing accessibility of virtual-reality tools that expand the boundaries of the classroom. For educators, at the heart of it all is the hope that every learner gets an equal chance to develop the skills they need to succeed. But that promise is not without its pitfalls.

“Technology is a game-changer for education – it offers the prospect of universal access to high-quality learning experiences, and it creates fundamentally new ways of teaching,” said Dan Schwartz, dean of  Stanford Graduate School of Education  (GSE), who is also a professor of educational technology at the GSE and faculty director of the  Stanford Accelerator for Learning . “But there are a lot of ways we teach that aren’t great, and a big fear with AI in particular is that we just get more efficient at teaching badly. This is a moment to pay attention, to do things differently.”

For K-12 schools, this year also marks the end of the Elementary and Secondary School Emergency Relief (ESSER) funding program, which has provided pandemic recovery funds that many districts used to invest in educational software and systems. With these funds running out in September 2024, schools are trying to determine their best use of technology as they face the prospect of diminishing resources.

Here, Schwartz and other Stanford education scholars weigh in on some of the technology trends taking center stage in the classroom this year.

AI in the classroom

In 2023, the big story in technology and education was generative AI, following the introduction of ChatGPT and other chatbots that produce text seemingly written by a human in response to a question or prompt. Educators immediately  worried  that students would use the chatbot to cheat by trying to pass its writing off as their own. As schools move to adopt policies around students’ use of the tool, many are also beginning to explore potential opportunities – for example, to generate reading assignments or  coach  students during the writing process.

AI can also help automate tasks like grading and lesson planning, freeing teachers to do the human work that drew them into the profession in the first place, said Victor Lee, an associate professor at the GSE and faculty lead for the AI + Education initiative at the Stanford Accelerator for Learning. “I’m heartened to see some movement toward creating AI tools that make teachers’ lives better – not to replace them, but to give them the time to do the work that only teachers are able to do,” he said. “I hope to see more on that front.”

He also emphasized the need to teach students now to begin questioning and critiquing the development and use of AI. “AI is not going away,” said Lee, who is also director of  CRAFT  (Classroom-Ready Resources about AI for Teaching), which provides free resources to help teach AI literacy to high school students across subject areas. “We need to teach students how to understand and think critically about this technology.”

Immersive environments

The use of immersive technologies like augmented reality, virtual reality, and mixed reality is also expected to surge in the classroom, especially as new high-profile devices integrating these realities hit the marketplace in 2024.

The educational possibilities now go beyond putting on a headset and experiencing life in a distant location. With new technologies, students can create their own local interactive 360-degree scenarios, using just a cell phone or inexpensive camera and simple online tools.

“This is an area that’s really going to explode over the next couple of years,” said Kristen Pilner Blair, director of research for the Digital Learning initiative at the Stanford Accelerator for Learning, which runs a program exploring the use of virtual field trips to promote learning. “Students can learn about the effects of climate change, say, by virtually experiencing the impact on a particular environment. But they can also become creators, documenting and sharing immersive media that shows the effects where they live.”

Integrating AI into virtual simulations could also soon take the experience to another level, Schwartz said. “If your VR experience brings me to a redwood tree, you could have a window pop up that allows me to ask questions about the tree, and AI can deliver the answers.”

Gamification

Another trend expected to intensify this year is the gamification of learning activities, often featuring dynamic videos with interactive elements to engage and hold students’ attention.

“Gamification is a good motivator, because one key aspect is reward, which is very powerful,” said Schwartz. The downside? Rewards are specific to the activity at hand, which may not extend to learning more generally. “If I get rewarded for doing math in a space-age video game, it doesn’t mean I’m going to be motivated to do math anywhere else.”

Gamification sometimes tries to make “chocolate-covered broccoli,” Schwartz said, by adding art and rewards to make speeded response tasks involving single-answer, factual questions more fun. He hopes to see more creative play patterns that give students points for rethinking an approach or adapting their strategy, rather than only rewarding them for quickly producing a correct response.

Data-gathering and analysis

The growing use of technology in schools is producing massive amounts of data on students’ activities in the classroom and online. “We’re now able to capture moment-to-moment data, every keystroke a kid makes,” said Schwartz – data that can reveal areas of struggle and different learning opportunities, from solving a math problem to approaching a writing assignment.

But outside of research settings, he said, that type of granular data – now owned by tech companies – is more likely used to refine the design of the software than to provide teachers with actionable information.

The promise of personalized learning is being able to generate content aligned with students’ interests and skill levels, and making lessons more accessible for multilingual learners and students with disabilities. Realizing that promise requires that educators can make sense of the data that’s being collected, said Schwartz – and while advances in AI are making it easier to identify patterns and findings, the data also needs to be in a system and form educators can access and analyze for decision-making. Developing a usable infrastructure for that data, Schwartz said, is an important next step.

With the accumulation of student data comes privacy concerns: How is the data being collected? Are there regulations or guidelines around its use in decision-making? What steps are being taken to prevent unauthorized access? In 2023 K-12 schools experienced a rise in cyberattacks, underscoring the need to implement strong systems to safeguard student data.

Technology is “requiring people to check their assumptions about education,” said Schwartz, noting that AI in particular is very efficient at replicating biases and automating the way things have been done in the past, including poor models of instruction. “But it’s also opening up new possibilities for students producing material, and for being able to identify children who are not average so we can customize toward them. It’s an opportunity to think of entirely new ways of teaching – this is the path I hope to see.”

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28 Free Technology PowerPoint Templates for Presentations from the Future

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28 Free Technology PowerPoint Templates for Presentations

If you’re amongst the science and technology teachers, students, or businesses in the field; we have something for you. We deep-dived to find the best free technology PowerPoint templates for your presentation, so today’s collection has 28 amazing designs to choose from.

The following selection has templates related to science, technology, cybersecurity, search engines, bitcoin, networking, programming, and engineering, so there’s something for everyone.

1. Computer Hardware Free Technology PowerPoint Template

Computer Hardware PowerPoint Template

This template sports a cool design with a bright light of a microchip processor and a blue background. Ideal for explaining concepts such as semiconductors, databases, and central computer processors.

  • Theme : Technology, Hardware
  • Slides : 48
  • Customization : Fully editable + 136 editable icons
  • Graphics : Vector
  • Aspect Ratio : 16:9
  • License : Free for Personal and Commercial Use │ Do Not Redistribute Any Components of the Template

2. Space Science Free Technology Powerpoint Templates

Space Science Free Technology Powerpoint Templates

This free template has 3D spaceship graphics and blue background color. It’s great for presentations on astronomy.

  • Theme : Technology, Cosmos
  • Slides : 25
  • Customization : Fully editable
  • Resolution : 1920×1080

3. 5G Technology Speed Free Powerpoint Templates

5G Technology Speed Free Powerpoint Templates

Design with twinkling rays of geometric shapes is perfect for presentations on technology topics such as internet networking, intranet, and communication technology.

  • Theme : Technology, Networking, 5G
  • Customization : Editable

4. Start-Up Tech Corporation Free Powerpoint Template

Start-Up Tech Corporation Free Powerpoint Template

This free tech corporation template is great for presentations on tech business startups.

  • Theme : Technology, Tech Business, Start-Up Companies

5. App Startup Free Powerpoint Technology Template

App Startup Free Powerpoint Technology Template

This design is great for presentations on communication, mobile technology, and other digital devices used for the PPT presentations.

  • Theme : Technology, Apps, Software

6. Cloud Technology Free Powerpoint Template

Cloud Technology Free Powerpoint Template

A technology template with a clean and modern design for your presentations about cloud computing and other computing services.

  • Theme : Cloud Technlogy

7. Artificial Intelligence High Technology Free PowerPoint Template

Artificial Intelligence High Technology Free PPT Template

This template represents artificial intelligence as an illustration . It also includes related shapes to allow for a variety of expressions.

  • Theme : Technology, Artificial Intelligence

8. Search Engine Optimization PowerPoint Template

Search Engine Optimization PPT Template

The template is SEO-themed but you can adapt it to any presentation related to marketing and search engines.

  • Theme : Technology, Marketing, SEO

9. Binary Code Free PowerPoint Template

Binary Code Free PowerPoint Template

The cool binary code design makes this template perfect for any presentation on computer science.

  • Theme : Computer Science, Programming

10. Network Free Technology PowerPoint Template

Network Free Technology Presentation Template

Sporting design with crags and electric rays in many angles are representing networking around the globe, the template is suitable for presentations on communication, networking, technology, and crag wheels.

  • Theme : Technology, Networking

11. Hexagonal Design Free PowerPoint Template

Hexagonal Design Free PowerPoint Presentation

Here we have a free template with hexagons and icons pattern for techy content. Its dark background and bright blue color palette give a professional look.

  • Theme : Technology

12. Technology Pixels Free PowerPoint Template

Technology Pixels Free PowerPoint Presentation

A technology-themed template for presentations on consulting, IT, software, and other related subjects. The pixel pattern is grouped by tones which you can change from the master slides.

13. Connections and Networking Free PowerPoint Template

Free Connections and Networking PowerPoint Presentation

This free Powerpoint template is perfect for a presentation about the internet, blockchain, machine learning, cybersecurity, or cloud computing.

14. Isometric Free Technology PowerPoint Template

Free Isometric Technology PowerPoint Template

Here we have an amazing isometric design and high-tech background with gradients. Ideal for subjects like cloud computing, SaaS development, servers, and networks, or cybersecurity.

  • Theme : Networking, Programming

15. Free PowerPoint Template with Techy Contour Lines

Free PPT Template with Techy Contour Lines

This design has an abstract contour lines background in a dark green color. Ideal for subjects like geography, technology, video games, or even military affairs.

  • Theme : Technology, Gaming

Get a Professionally Designed Presentation For Your Project

16. Marketing and Technology Free PowerPoint Template

Free Marketing and Technology PowerPoint Template

The isometric design has illustrations on business, marketing, and technology topics that will make every slide stand out.

  • Theme : Technology, Marketing

17. Purple Hexagons Free PowerPoint Template

Free Purple Hexagons PowerPoint Template

For presentations related to scientific or technological topics, with professional hexagonal design.

  • Theme : Technology, Science

18. Rockets Taking Off  Free PowerPoint Template

Free Rockets Taking Off  PowerPoint Template

Rockets taking off is a great metaphor for growing businesses. It’s also a symbol of progress and technology.

  • Slides : 35

19. IOT Smart City Free PowerPoint Template

Free IOT Smart City PowerPoint Template

Smart City offers a futuristic design for subjects such as internet communication, smart city concepts, and tech innovation.

  • Theme : Technology, Smart City

20. Cyber Security Free PowerPoint Template

Free Cyber Security PowerPoint Template

The perfect template for presentations on cybersecurity, antivirus software, and other related topics.

  • Theme : Technology, Cyber Security

21. BlockChain Free PowerPoint Templates

Free BlockChain PowerPoint Templates

This template is a 3D rendering design of blockchain technology and you can use it for a variety of purposes.

Presentation Design Tips You Wish You Knew Earlier:

The shorter you keep the text, the better. In fact, some specialists suggest that you shouldn’t use more than 5-6 words per slide . And sometimes, a single word combined with a powerful visual is enough to nail the attention of the people sitting in front of you and make them listen to what you have to say.

22. BitCoin Themed Free PowerPoint Template

Free BitCoin Themed PowerPoint Template

A very versatile template that includes 20 semi-transparent illustrations of different concepts: security, social networks, programming, bitcoin.

  • Theme : Technology, Bitcoin

23. Technical Blueprint Free Technology PowerPoint Template

Free Technical Blueprint Technology PowerPoint Template

This template uses a blueprint style and a monospaced font to emulate the technical drawings used in construction and industry.

  • Theme : Technology, Engineering

24. Blue Connections Free PowerPoint Template

Free Blue Connections PowerPoint Template

The design of this free template fits social media, connection, internet, cloud computing, and science-related topics.

  • Theme : Technology, Social Media

25. Cute Robots Free PowerPoint Template

Free Cute Robots PowerPoint Template

Here we have a colorful design with beautifully illustrated robots for presentation on technology, science, and physics.

  • Theme : Technology, Physics

26. Green Circuit Free PowerPoint Template

Free Green Circuit PowerPoint Template

This is a free template with futuristic vibes that you can use for your tech presentations both in PowerPoint and Google Slides.

27. Data Particles Free Technology PowerPoint Template

Free Data Particles Technology PowerPoint Template

The design with particle lines gives it a modern and slightly technological look.

28. Science Hexagons Free Technology PowerPoint Template

Free Science Hexagons Technology PowerPoint Template

The background gradients highlight the white text, and the hexagons give it a techie style.

Final Words

That’s it. Today’s collection covered the best free technology PowerPoint templates that you can download and adapt to your presentations related to science, technology, programming, engineering, and physics. Now all you need to do is open your PowerPoint and make the most amazing presentation your viewers have ever seen.

For more freebies, you can check the Best Free Powerpoint Templates of 2022  or see these related articles:

36 Free Food PowerPoint Templates For Delicious Presentations

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  • 25 Free Education PowerPoint Templates For Lessons, Thesis, and Online Lectures

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presentation about education technology

Lyudmil Enchev

Lyudmil is an avid movie fan which influences his passion for video editing. You will often see him making animations and video tutorials for GraphicMama. Lyudmil is also passionate for photography, video making, and writing scripts.

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Educational Technology. Integrating Educational Technology into Teaching. Chapter Objectives. Definitions of educational technology Identifying the component parts of a computer system Functions of a given systems device Classifying computer software

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Presentation Transcript

Educational Technology Integrating Educational Technology into Teaching

Chapter Objectives • Definitions of educational technology • Identifying the component parts of a computer system • Functions of a given systems device • Classifying computer software • Describing the contributions of educational technologists • Classifying educational technology products

Technology in Education: Concepts and Definitions Educational Technology has no agreed upon definition.

“Technology is commonly thought of in terms of gadgets, instrument, machines, and devices….most (educators) will defer to technology as computers”-- Muffoletto(1994)-p.5 Integrating Education Technology into Teaching (IETIT)

“Only about a decade ago, a history of technology in education since 1920 placed the emphasis on radio and television, with computers as an afterthought .”--Cuban, 1986(IETIT) p.5

However, Saettler (1990) urges“The historical function of educational technology is a process rather than a product.”

Any useful definition of educational technology, therefore, must focus on the process of applying tools for educational purposes, and the materials used.

In education, the combination of process and product merges instructional procedures with instructional tools.

Technology in Education as Media and Audiovisual Communications

Audiovisual movement: ways of delivering information that could be used as alternatives to lectures and books. • Audiovisual communications: the “branch of educational theory and practice concerned primarily with the design and use of messages which control the learning process.” (Saettler, IETIE,p6) • AECT- Association for Ed. Commo. and Technology.

Technology in Education as Instructional Systems

1960s and 1970s • Human and non-human resources ( teachers and media). • Systematic approach to designing, developing, and delivering instruction matched to carefully identified needs. • International Society for Performance Improvement. • Validating and creating instruction.

Technology in Education as Vocational Training Tools

Technology in Education: 1. School learning prepares students for the world of work. 2. Vocational training can be a practical means of teaching. • ITEA (International Technology Education Association).

Technology in Education as Computers and Computer-based Systems

Instructional and supportive applications of computers. • Computers began to be used in classrooms in 1960s until 1990 and was known as educational computing. • By the mid-1990s, educational computing became known as educational technology. • ISTE (International Society for Technology in Education) holds the following views:

Approaches to Technology in Education

An emphasis on Computer Systems • Computers as media are becoming more complex and more capable. • Computer systems are subsuming other forms of media. • The perceived complexity of computer-based systems has made it more difficult for educators to effectively integrate software and computer media into classrooms.

Background on Computer-based Educational Technology

What’s a Computer?? • Hardware Providing the Electronic Capability • Software Communicating with the Hardware • Any electromechanical device that accepts input, processes input and produces output.

Software in a Computer System • Systems Software ( Types of Operating Systems) • Applications Software (used for Education, Entertainment, or Edutainment)

Systems Software (Types of Operating Systems) • Unix • Ms-DOS • Apple Dos, ProDOS • Macintosh DOS, System 7 • Windows 95

Applications Software for Education • Tool Software: 1. Word Processing 2. Spreadsheets 3. Database Management 4. Integrated Packages 5. Graphics Software 6. Communications Software 7. Other Tools

Applications Software for Education( cont.) • Programming Software: 1. BASIC 2. Logo 3. FORTRAN 4. COBOL, SNOBOL 5. C 6. Pascal 7. PL/1

Applications Software for Education( cont.) • Courseware: 1. Tutorial 2. Drill & Practice 3. Simulation 4. Instructional Games 5. Problem Solving

Hardware: Providing the Electronic Capability 1. Input functions: • Keyboard • Mouse • Joystick and game paddle • Bar-code reader • Scanner • Touch screen and light pen

Hardware: Providing the Electronic Capability (cont.) 2. Output Functions • Printers • Monitors 3. Input and Output Functions • Disk drives

The CPU’s Steps Step 1. The controller gets an instruction from the system’s internal memory and puts it in a register. Step 2. The controller directs the ALU to do necessary computations. Step 3. The controller gets the result from the register and stores it once again in internal memory.

CPU Central Processing Unit • ALU : stands for Arithmetic/Logic Unit • Control Unit: directs the activities of the whole system.

The Internal and External Memory and Communication Functions • The internal memory functions: A limited amount of space is arranged inside the computer for storage of instructions. For example: RAM and ROM. • The external memory functions: External storage devices can store larger quantities of information. For Example: Hard Disks and CD-ROM.

The Internal and External Memory and Communications Functions • The communications function is optional, but it is vital for communicating with other systems. For example: Modem and Fax.

Software: Communicating with the Hardware Programming Languages: • Low-Level languages (Machine and Assembly). • High-Level languages (Java, Cobol, VC++ and Fortran ).

Types of Software • Systems Software Acts as a visible interface between the machine and the user. • Applications Software Programs written to do tasks, such as word processing or drawing pictures.

Software Design Step 1. Analyzing the problem Step 2. Developing the algorithm Step 3. Coding Step 4. Testing Step 5. Revising and Debugging

Types of Computer Systems • Personal Computers • Mini and Mainframe Computers • Supercomputers • Cost , the number of users that can be supported, size, speed, and storage capacity distinguish between these.

The Developments During the Period before Microcomputer • IBM 1500 system in universities and • Stanford University and the CCC • Control Data Corporation (CDC) and the PLATO System • Brigham Young University and the TICCIT System • Computerized instructional management systems

The “Microcomputer Revolution” in Education • The Minnesota Educational Computing Consortium (MECC) and the software publishing movement. • MicroSIFT, EPIE, and other courseware evaluation efforts. • Courseware authoring activities.

The “Microcomputer Revolution” in Education (cont.) • The Computer Literacy Movement • Logo and Problem-Solving • The emergence of integrated learning systems.

What Have We learned from the Past ? • Direct technology resources to specific problems and needs • Anticipate and plan for change • Separate fad from fact

Current Types of Educational Technology Systems

Standalone Personal Computers • Portable units (PDAs) • Workstations • Labs

Networked Stations: From LANs to MANs • “Networks are for sharing”(Kee 1994), and this sharing was designed to make computing activities more efficient and cost-effective. • A network centralizes resources and cuts down on handling of individual disks.

Types of LANs • Physical design

Types of LANs (Cont.) • Physical design

Types of LANs (Cont.) • Function (transmission method or protocol) * Token ring method * Ethernet method

Three kinds of cable for connecting LANs • Coaxial cable: Designed to transfer signals with minimal interference. • Twisted pair cable: An inexpensive way of handling ARCnet, Ethernet, and token ring connections. • Fiber optic cable:Allow networks to send large amounts of information at high speeds.

Current Applications of Educational Technology Systems

Instructional Technology Applications: --Instructional software --Interactive video-based materials --Courses through distance learning • Productivity Tools: --Prepare print instructional materials --Keep records and analyze data --Prepare and make instructional and informative presentations --Organize time and materials

Tools for Students: -- Writing assignments -- Helping with research -- Assisting with learning tasks in various content areas -- Developing products and presentations.

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Winston-Salem State University student pitches ideas to NASA through White House HBCU initiative

WINSTON-SALEM, N.C. (WGHP) — A Winston-Salem State University student is making great strides as a leader on and off campus.

His participation in the White House initiative on advancing educational equity, excellence, and economic opportunity through historically black colleges and universities has landed him with a chance to make a presentation to NASA.

“Not in my wildest dreams. Not in my wildest dreams. It again, it really amazes me,” said David Wilson, WSSU student & White House HBCU Scholar.

WSSU junior and first-generation college student David Wilson is in the 9th cohort of the White House’s HBCU Scholar Recognition Program. 

Its goal is to honor current students at Historically Black Colleges and Universities (HBCUs) for their excellence.

“Every day I wake up and I’m just so grateful that I’m able to be in the position that I’m in and have had to be able to experience the opportunities that I’ve experienced,” said Wilson.

David is 1 of 102 undergraduate, graduate, and professional students selected for the program. The program has a partnership with NASA. It includes a research and education project competition, where HBCU scholars partner to develop ideas to commercialize technology from NASA intellectual property that can improve their campuses and communities.

He researched nano-sensor technology and pitched to his group his idea to develop a breathalyzer.

“Ours is a breathalyzer that uses nano sensor technology,” Wilson said. “What that does is it detects different diseases we can do, like heart attacks with asthma spikes, um, prostate cancer, colon cancer, COVID. It could have taken a numerous amount of things.”

His group pitched his idea to NASA judges, winning the competition during a national conference in September.

Now they are preparing to pitch the technology and research again to NASA scientists later this semester.

“The presentation dates are June 5 & 6 of this year. So, we’ll go to the Ames Research Center in Silicon Valley, California, and hopefully, fingers crossed they pick it up,” said Wilson.

If NASA likes the idea and research, David said the next steps could be developing a prototype of the breathalyzer that detects diseases.

For the latest news, weather, sports, and streaming video, head to FOX8 WGHP.

Winston-Salem State University student pitches ideas to NASA through White House HBCU initiative

EU AI Act: first regulation on artificial intelligence

The use of artificial intelligence in the EU will be regulated by the AI Act, the world’s first comprehensive AI law. Find out how it will protect you.

A man faces a computer generated figure with programming language in the background

As part of its digital strategy , the EU wants to regulate artificial intelligence (AI) to ensure better conditions for the development and use of this innovative technology. AI can create many benefits , such as better healthcare; safer and cleaner transport; more efficient manufacturing; and cheaper and more sustainable energy.

In April 2021, the European Commission proposed the first EU regulatory framework for AI. It says that AI systems that can be used in different applications are analysed and classified according to the risk they pose to users. The different risk levels will mean more or less regulation. Once approved, these will be the world’s first rules on AI.

Learn more about what artificial intelligence is and how it is used

What Parliament wants in AI legislation

Parliament’s priority is to make sure that AI systems used in the EU are safe, transparent, traceable, non-discriminatory and environmentally friendly. AI systems should be overseen by people, rather than by automation, to prevent harmful outcomes.

Parliament also wants to establish a technology-neutral, uniform definition for AI that could be applied to future AI systems.

Learn more about Parliament’s work on AI and its vision for AI’s future

AI Act: different rules for different risk levels

The new rules establish obligations for providers and users depending on the level of risk from artificial intelligence. While many AI systems pose minimal risk, they need to be assessed.

Unacceptable risk

Unacceptable risk AI systems are systems considered a threat to people and will be banned. They include:

  • Cognitive behavioural manipulation of people or specific vulnerable groups: for example voice-activated toys that encourage dangerous behaviour in children
  • Social scoring: classifying people based on behaviour, socio-economic status or personal characteristics
  • Biometric identification and categorisation of people
  • Real-time and remote biometric identification systems, such as facial recognition

Some exceptions may be allowed for law enforcement purposes. “Real-time” remote biometric identification systems will be allowed in a limited number of serious cases, while “post” remote biometric identification systems, where identification occurs after a significant delay, will be allowed to prosecute serious crimes and only after court approval.

AI systems that negatively affect safety or fundamental rights will be considered high risk and will be divided into two categories:

1) AI systems that are used in products falling under the EU’s product safety legislation . This includes toys, aviation, cars, medical devices and lifts.

2) AI systems falling into specific areas that will have to be registered in an EU database:

  • Management and operation of critical infrastructure
  • Education and vocational training
  • Employment, worker management and access to self-employment
  • Access to and enjoyment of essential private services and public services and benefits
  • Law enforcement
  • Migration, asylum and border control management
  • Assistance in legal interpretation and application of the law.

All high-risk AI systems will be assessed before being put on the market and also throughout their lifecycle.

General purpose and generative AI

Generative AI, like ChatGPT, would have to comply with transparency requirements:

  • Disclosing that the content was generated by AI
  • Designing the model to prevent it from generating illegal content
  • Publishing summaries of copyrighted data used for training

High-impact general-purpose AI models that might pose systemic risk, such as the more advanced AI model GPT-4, would have to undergo thorough evaluations and any serious incidents would have to be reported to the European Commission.

Limited risk

Limited risk AI systems should comply with minimal transparency requirements that would allow users to make informed decisions. After interacting with the applications, the user can then decide whether they want to continue using it. Users should be made aware when they are interacting with AI. This includes AI systems that generate or manipulate image, audio or video content, for example deepfakes.

On December 9 2023, Parliament reached a provisional agreement with the Council on the AI act . The agreed text will now have to be formally adopted by both Parliament and Council to become EU law. Before all MEPs have their say on the agreement, Parliament’s internal market and civil liberties committees will vote on it.

More on the EU’s digital measures

  • Cryptocurrency dangers and the benefits of EU legislation
  • Fighting cybercrime: new EU cybersecurity laws explained
  • Boosting data sharing in the EU: what are the benefits?
  • EU Digital Markets Act and Digital Services Act
  • Five ways the European Parliament wants to protect online gamers
  • Artificial Intelligence Act

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  14. How technology is reinventing education

    New advances in technology are upending education, from the recent debut of new artificial intelligence (AI) chatbots like ChatGPT to the growing accessibility of virtual-reality tools that expand the boundaries of the classroom. For educators, at the heart of it all is the hope that every learner gets an equal chance to develop the skills they need to succeed.

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    "The presentation dates are June 5 & 6 of this year. So, we'll go to the Ames Research Center in Silicon Valley, California, and hopefully, fingers crossed they pick it up," said Wilson.

  25. EU AI Act: first regulation on artificial intelligence

    As part of its digital strategy, the EU wants to regulate artificial intelligence (AI) to ensure better conditions for the development and use of this innovative technology. AI can create many benefits, such as better healthcare; safer and cleaner transport; more efficient manufacturing; and cheaper and more sustainable energy.. In April 2021, the European Commission proposed the first EU ...

  26. Securing the Future: Enhancing Cybersecurity in 2024 and Beyond

    This blog post highlights key trends and challenges, including the rise of Ransomware 2.0 with double extortion and data theft, the expanding attack surface due to connected devices, the importance of adopting zero trust security measures, the shift toward passwordless authentication, the dual role of AI in enhancing defense and offense, the ...