TY - GEN
T1 - What Criteria are Important for Evaluating the Quality of English Language Learning Edtech Products? Evidence From Literature
AU - Nandakumar, Minu
AU - Bhattacharya, Leena
AU - Murthy, Sahana
N1 - Funding Information:
The authors acknowledge the support of Central Square Foundation for funding and partnering in the EdTech Tulna project. The authors are grateful to the Tulna team members for their comments and suggestions, and to the Educational Technology interdisciplinary program at IIT Bombay for overall support.
Publisher Copyright:
© 30th International Conference on Computers in Education Conference, ICCE 2022 - Proceedings.
PY - 2022/11/28
Y1 - 2022/11/28
N2 - The development and use of educational technology (EdTech) products have increased substantially in the last decade. Among other countries, India has witnessed a surge in the supply of EdTech products at the school education level spanning different disciplines. Primary among them has been English language learning EdTech products. In parallel, there has been an increase in demand for the same from stakeholders in India. However, in absence of a reliable framework to evaluate the quality of the available EdTech products in the education landscape, it has become difficult for the stakeholders to make meaningful choices on which product to use or adopt. In this regard, through a review of the literature, this paper identifies criteria to determine the quality of English language learning EdTech products that intend to benefit English as a Second Language (ESL) or English as a Foreign Language (EFL) learners in schools. The identified criteria can benefit decision makers to evaluate the quality of English language learning EdTech products in countries where English is taught as a second or a foreign language.
AB - The development and use of educational technology (EdTech) products have increased substantially in the last decade. Among other countries, India has witnessed a surge in the supply of EdTech products at the school education level spanning different disciplines. Primary among them has been English language learning EdTech products. In parallel, there has been an increase in demand for the same from stakeholders in India. However, in absence of a reliable framework to evaluate the quality of the available EdTech products in the education landscape, it has become difficult for the stakeholders to make meaningful choices on which product to use or adopt. In this regard, through a review of the literature, this paper identifies criteria to determine the quality of English language learning EdTech products that intend to benefit English as a Second Language (ESL) or English as a Foreign Language (EFL) learners in schools. The identified criteria can benefit decision makers to evaluate the quality of English language learning EdTech products in countries where English is taught as a second or a foreign language.
KW - criteria
KW - educational technology
KW - evaluation
KW - language learning
KW - literature review
UR - http://www.scopus.com/inward/record.url?scp=85151053171&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:85151053171
T3 - 30th International Conference on Computers in Education Conference, ICCE 2022 - Proceedings
SP - 555
EP - 560
BT - 30th International Conference on Computers in Education Conference, ICCE 2022 - Proceedings
A2 - Iyer, Sridhar
A2 - Shih, Ju-Ling
A2 - Shih, Ju-Ling
A2 - Chen, Weiqin
A2 - Chen, Weiqin
A2 - Khambari, Mas Nida MD
A2 - Denden, Mouna
A2 - Majumbar, Rwitajit
A2 - Medina, Liliana Cuesta
A2 - Mishra, Shitanshu
A2 - Murthy, Sahana
A2 - Panjaburee, Patcharin
A2 - Sun, Daner
PB - Asia-Pacific Society for Computers in Education
T2 - 30th International Conference on Computers in Education Conference, ICCE 2022
Y2 - 28 November 2022 through 2 December 2022
ER -