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Green - Boaz Bordalba
Ocean Blue - Samantha Jay Lim
Cobalt - Liannah Cassandra Timbreza
Black - Jinky Stephanne Arles
Violet - Alexa Calora

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Importance of TECHNOLOGY IN EDUCATION

(RESEARCHED BY:  BOAZ MATHIEU BORDALBA)

URL:  https://www.youtube.com/watch?v=QXjZbHuvalk

Title: Importance of TECHNOLOGY IN EDUCATION

Author: Vince Costelo

DATE PUBLISHED: 2015, September 16

Key Info: Technology is important in todays education because it can help some students.

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3.) National News short form social media content

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3.) National News short form social media content

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How can technology help education?

(RESEARCHED BY: SAMANTHA JAY LIM)

URL: https://www.youtube.com/watch?v=CnuTOhq3UPY

Title: How can technology help education?

Author: ABS CBN News

DATE PUBLISHED: April 9, 2020

Key Info: TECHNOLOGY SERVING STUDENTS AND TEACHERS THROUGH ONLINE CLASSES AND MAKING VIRTUAL CONNECTIONS

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(RESEARCHED BY: SAMANTHA JAY LIM)

How Google Took Over the Classroom

URL: https://www.nytimes.com/2017/05/13/technology/google-education-chromebooks-schools.html

Title: How Google Took Over the Classroom

Author: New York Times

DATE PUBLISHED: May 13, 2017

Key Info: The tech giant is transforming public education with low-cost laptops and apps.

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Students at Newton Bateman Elementary School in Chicago use Google-powered laptops and Google education apps for classwork. More than half the nation's primary- and secondary-school students - more than 30 million children - use Google education apps, the company says. Credit... Whitten Sabbatini for The New York Times

Education Disrupted

The tech giant is transforming public education with low-cost laptops and free apps. But schools may be giving Google more than they are getting.

Students at Newton Bateman Elementary School in Chicago use Google-powered laptops and Google education apps for classwork. More than half the nation's primary- and secondary-school students - more than 30 million children - use Google education apps, the company says. Credit... Whitten Sabbatini for The New York Times

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CHICAGO - The sixth graders at Newton Bateman, a public elementary school here with a classic red brick facade, know the Google drill.

In a social-science class last year, the students each grabbed a Google-powered laptop. They opened Google Classroom, an app where teachers make assignments. Then they clicked on Google Docs, a writing program, and began composing essays.

Looking up from her laptop, Masuma Khan, then 11 years old, said her essay explored how schooling in ancient Athens differed from her own. "Back then, they had wooden tablets and they had to take all of their notes on it," she said. "Nowadays, we can just do it in Google Docs."

Chicago Public Schools, the third-largest school district in the United States, with about 381,000 students, is at the forefront of a profound shift in American education: the Googlification of the classroom.

In the space of just five years, Google has helped upend the sales methods companies use to place their products in classrooms. It has enlisted teachers and administrators to promote Google's products to other schools. It has directly reached out to educators to test its products - effectively bypassing senior district officials. And it has outmaneuvered Apple and Microsoft with a powerful combination of low-cost laptops, called Chromebooks, and free classroom apps.

Today, more than half the nation's primary- and secondary-school students - more than 30 million children - use Google education apps like Gmail and Docs, the company said. And Chromebooks, Google-powered laptops that initially struggled to find a purpose, are now a powerhouse in America's schools. Today they account for more than half the mobile devices shipped to schools.

"Between the fall of 2012 and now, Google went from an interesting possibility to the dominant way that schools around the country" teach students to find information, create documents and turn them in, said Hal Friedlander, former chief information officer for the New York City Department of Education, the nation's largest school district. "Google established itself as a fact in schools."

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The director of Google's education apps group, Jonathan Rochelle, touched on that idea in a speech at an industry conference last year. Referring to his own children, he said: "I cannot answer for them what they are going to do with the quadratic equation. I don't know why they are learning it." He added, "And I don't know why they can't ask Google for the answer if the answer is right there."

Schools may be giving Google more than they are getting: generations of future customers.

Google makes $30 per device by selling management services for the millions of Chromebooks that ship to schools. But by habituating students to its offerings at a young age, Google obtains something much more valuable.

Every year, several million American students graduate from high school. And not only does Google make it easy for those who have school Google accounts to upload their trove of school Gmail, Docs and other files to regular Google consumer accounts - but schools encourage them to do so. This month, for instance, Chatfield Senior High School in Littleton, Colo., sent out a notice urging seniors to "make sure" they convert their school account "to a personal Gmail account."

That doesn't sit well with some parents. They warn that Google could profit by using personal details from their children's school email to build more powerful marketing profiles of them as young adults.

"My concern is that they are working on developing a profile of this child that, when they hit maturity, they are able to create a better profile," said David Barsotti, an information technology project manager in the Chicago area whose daughter uses Google tools in elementary school. "That is a problem, in my opinion."

Mr. Rochelle of Google said that when students transfer their school emails and files to a personal Google account, that account is governed by Google's privacy policy. "Personal Gmail accounts may serve ads," he said, but files in Google Drive are "never scanned for the purpose of showing ads."

Google captured these next-generation users so quickly by outpacing its rivals in both educational product development and marketing.

In 2013, while other tech firms seemed largely content to sell their existing consumer and business offerings to schools, Mr. Rochelle, a co-developer of Google Docs, set up a team at Google to create apps specifically for schools.

To spread those tools, Jaime Casap, Google's global education evangelist, began traveling around the country with a motivational message: Rather than tout specific Google products, Mr. Casap told educators that they could improve their students' college and career prospects by creatively using online tools.

But that also caused problems in Chicago and another district when Google went looking for teachers to try a new app - effectively bypassing district administrators. In both cases, Google found itself reined in.

Unlike Apple or Microsoft, which make money primarily by selling devices or software services, Google derives most of its revenue from online advertising - much of it targeted through sophisticated use of people's data. Questions about how Google might use data gleaned from students' online activities have dogged the company for years.

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"Unless we know what is collected, why it is collected, how it is used and a review of it is possible, we can never understand with certainty how this information could be used to help or hurt a kid," said Bill Fitzgerald of Common Sense Media, a children's advocacy group, who vets the security and privacy of classroom apps.

Google declined to provide a breakdown of the exact details the company collects from student use of its services. Bram Bout, director of Google's education unit, pointed to a Google privacy notice listing the categories of information that the company's education services collect, like location data and "details of how a user used our service."

Mr. Bout said that student data in Google's core education services (including Gmail, Calendar and Docs) "is only used to provide the services themselves, so students can do things like communicate using email." These services do not show ads, he said, and "do not use personal data resulting from use of these services to target ads."

Some parents, school administrators and privacy advocates believe that's not enough. They say Google should be more forthcoming about the details it collects about students, why it collects them and how it uses them.

Mr. Casap, the Google education evangelist, likes to recount Google's emergence as an education powerhouse as a story of lucky coincidences. The first occurred in 2006 when the company hired him to develop new business at its office on the campus of Arizona State University in Tempe.

Mr. Casap quickly persuaded university officials to scrap their costly internal email service (an unusual move at the time) and replace it with a free version of the Gmail-and-Docs package that Google had been selling to companies. In one semester, the vast majority of the university's approximately 65,000 students signed up.

And a new Google business was born.

Mr. Casap then invited university officials on a road show to share their success story with other schools. "It caused a firestorm," Mr. Casap said. Northwestern University, the University of Southern California and many others followed.

This became Google's education marketing playbook: Woo school officials with easy-to-use, money-saving services. Then enlist schools to market to other schools, holding up early adopters as forward thinkers among their peers.

The strategy proved so successful in higher education that Mr. Casap decided to try it with public schools.

As it happened, officials at the Oregon Department of Education were looking to help local schools cut their email costs, said Steve Nelson, a former department official. In 2010, the state officially made Google's education apps available to its school districts.

"That caused the same kind of cascade," Mr. Casap said. School districts around the country began contacting him, and he referred them to Mr. Nelson, who related Oregon's experience with Google's apps.

By then, Google was developing a growth strategy aimed at teachers - the gatekeepers to the classroom - who could influence the administrators who make technology decisions. "The driving force tends to be the pedagogical side," Mr. Bout, the Google education executive, said. "That is something we really embraced."

Google set up dozens of online communities, called Google Educator Groups, where teachers could swap ideas for using its tech. It started training programs with names like Certified Innovator to credential teachers who wanted to establish their expertise in Google's tools or teach their peers to use them.

Soon, teachers began to talk up Google on social media and in sessions at education technology conferences. And Google became a more visible exhibitor and sponsor at such events. Google also encouraged school districts that had adopted its tools to hold "leadership symposiums" where administrators could share their experiences with neighboring districts.

Mr. Bout of Google disagreed, saying that the company's outreach to educators was not a marketing exercise. Rather, he said, it was an effort to improve education by helping teachers learn directly from their peers how to most effectively use Google's tools.

"We help to amplify the stories and voices of educators who have lessons learned," he said, "because it can be challenging for educators to find ways to share with each other."

At Chicago Public Schools, the teacher-centric strategy played out almost perfectly.

In 2012, Jennie Magiera, then a fourth-grade teacher in Chicago, wanted her students to use Google Docs, which enables multiple people to work simultaneously in the same document. Because the district wasn't yet using Google's apps, she said, she independently set up six consumer accounts for her class.

"We were bootlegging using Google apps," Ms. Magiera recalled in a phone interview. "I just knew I needed my kids to collaborate," she said, touching on one of Google's own main arguments for its products.

A committee that included administrators familiar with Microsoft, as well as Ms. Magiera, reviewed presentations from several companies. In March 2012, the district chose Google.

Microsoft executives were disappointed, said Edward Wagner, the district's director of infrastructure services. But at that time, Mr. Wagner said, Microsoft had neither a free array of web-based products for schools on par with Google's nor Google's level of grass-roots classroom support. "They didn't have the teachers and the principals," he said.

Quickly, though, a data privacy and security issue emerged, exposing a culture clash between Google's business practices and a major school district's values.

In interviews, Chicago administrators said they asked Google to sign a contract agreeing, among other things, to comply with the federal Family Educational Rights and Privacy Act. That law permits federally funded educational institutions to share students' personally identifiable information with certain school vendors, provided those companies use that information only for school purposes.

Instead, Google initially proposed abiding by its own company policies, Mr. Wagner said, and followed up by emailing links to those policies - terms that the company could change at any time. "Our lawyers were a little bit apoplectic when they were given links to security things," Mr. Wagner said. "I don't want a link that can change."

Mr. Nelson, the former education official in Oregon, reported similar frustrations over student privacy when his state negotiated a contract with Google. "That's why it took 16 months," he said.

Today, Google's standard agreements with schools for its education apps include a commitment to comply with that law.

Since adopting Google apps, Chicago schools have saved about $1.6 million annually on email and related costs, a district spokesman said.

Google then enlisted Mr. Tidmarsh, who now works in technology at a health care company, to share his enthusiasm by contributing to a Google blog. In the post, Mr. Tidmarsh described creating 270,000 school Google accounts. "It was easily the fastest and smoothest migration of this scale I have ever seen," he wrote. (He said he did not earn a fee for the post.)

"We were always enthusiastic to tell the Google story," Mr. Tidmarsh said. "I would like to think dozens of school districts switched, based on our success."

Ms. Magiera, now the chief innovation officer for another district, also helped Google's cause. In 2012, as part of her effort to become a Google Certified Innovator in education, she said, she came up with the idea of having Chicago Public Schools hold a free conference - called Googlepalooza - to train teachers on Google's tools. The annual event, co-sponsored by Google, now draws several thousand educators from the Chicago area, as well as a few from neighboring states.

"You can see it radiate out from certain geographic hubs, and that is very deliberate," Mr. Bout said of Google's growth strategy for education. "We are taking a very geographic approach because we know it works."

By then, Google had developed a simplified, low-cost laptop called the Chromebook. It ran on Google's Chrome operating system and revolved largely around web apps, making it cheaper and often faster to boot up than traditional laptops loaded with locally stored software.

Although Google had a business audience in mind for Chromebooks, reviewers complained that the devices were of limited use without internet access.

But there was one interested audience: public schools. In the fall of 2011, Google invited school administrators to its Chicago office to meet Mr. Casap, hoping to interest them in Chromebooks.

Mr. Casap didn't talk tech specs. Instead, he held the audience spellbound as he described the challenges he had faced as a Latino student growing up on welfare in a tough Manhattan neighborhood.

His message: Education is the great equalizer, and technology breaks down barriers between rich and poor students.

"I went up to Jaime immediately after the presentation and said, 'Are you guys ready to ship these?'" Mr. Markey said.

Then Mr. Markey went back to his district to inform administrators and teachers that he wanted to order an unproven device that most of them had never heard of. "It was a tough announcement to make," he conceded.

It was an opportune moment for Google to pitch lower-cost laptops to schools. Districts administering new online standardized tests needed laptops for students to take them on. And Google offered a robust way for districts to manage thousands of computers online: They could lock Chromebooks remotely so that students could not search the web during tests, or disable missing ones.

Another attraction: The Chromebook's cloud-storage approach made sharing among students easier. They could gain access to their documents no matter which Chromebook they used.

"That is one of the big reasons we took off in education," said Rajen Sheth, who oversees Google's Chromebook business. "In less than 10 seconds, a student can grab a Chromebook and be off and running."

As he spoke, a group of students trooped past wearing purple superhero capes emblazoned with the logo for Microsoft OneNote, a rival classroom service. Spotting the capes, Mr. Casap said, "We don't do things like that." He added dryly, "I love gimmicks."

Some critics, though, contend that the equity argument for technology is itself a gimmick that promotes a self-serving Silicon Valley agenda: playing on educators' altruism to get schools to buy into laptops and apps.

"It centers learning on technology, not students," said Mr. Fitzgerald, the learning app analyst. "It is a very narrow lens on equity that leaves out things like student-teacher ratios."

(Mr. Casap said he would not advise school districts with deficiencies in areas like teaching or student support services to invest first in classroom technology.)

Mr. Markey, the East Leyden High School principal, had another equity concern. About 20 percent of his students lacked home internet access, he said. How would they do their homework on a Chromebook, which required a connection?

Soon, so many educators were visiting Leyden to see its tech setup that the district started an annual conference to host them. Last summer, Mr. Casap gave the keynote address. And Mr. Markey now occasionally works as a paid speaker for EdTechTeam, a company that holds Google boot camps for teachers.

In 2016, Chromebooks accounted for 58 percent of mobile devices shipped to primary and secondary schools in the United States, up from less than 1 percent in 2012, according to Futuresource Consulting, the research firm. Google does not make money directly from Chromebooks - which are manufactured by Samsung, Acer and other companies - but it does charge school districts a management service fee of $30 per device. Chicago Public Schools has spent about $33.5 million on 134,000 Chromebooks.

"I don't think I can ever remember when a specific device and platform has taken off so quickly across different kinds of schools," said David Andrade, a K-12 education strategist at CDW-G, a leading Chromebook dealer.

In 2014, Google's education juggernaut hit a speed bump in Chicago Public Schools. The culture clash illuminated profound differences between Google, a build-it-first-and-tweak-it-later Silicon Valley company, and a large, bureaucratic school district with student-protection rules to uphold.

Google had hoped that Chicago would become an early adopter of Google Classroom, its new app to help teachers take attendance, assign homework and do other tasks. In August 2014, a Google team flew to Chicago to demo Classroom at Googlepalooza, the school district's annual teacher conference.

But Google had not anticipated Margaret Hahn.

"You can't just hand out product and hope it will work in the classroom," Ms. Hahn said. "You have to work with the districts to make sure that you are keeping the kids and the teachers safe."

Jim Siegl, technology architect for Fairfax County Public Schools in Virginia, the nation's 10th-largest school district, reported a similar experience.

He said that Google had directly contacted certain Fairfax teachers who had volunteered to beta-test Classroom, giving them early access to the app. In so doing, he said, the company ignored the Google settings he had selected that were supposed to give his district control over which new Google services to switch on in its schools.

Mr. Siegl added that Google did not tell him which, or even how many, Fairfax teachers the company had enlisted to try out the Classroom app. And by the time he was able to shut off the app, Mr. Siegl said, teachers had already set up virtual classrooms on the service and started using it with their students.

He said he complained to Google.

"Because of who they are and how sprawling the ecosystem is," Mr. Siegl said, "they are held up and need to meet a higher standard than any other vendor schools deal with."

In an emailed statement, Mr. Bout said of the company's core education services, "In all cases, the use of these services is tied to the approval of an administrator who is responsible for overseeing a school's domain."

In May 2014, Google posted an announcement online, asking for volunteers to beta-test Classroom. More than 100,000 teachers worldwide responded, the company said, illustrating Google's power to rapidly stoke demand among educators. That August, Google made Classroom available to schools.

"They developed a real momentum with teachers," said Mr. Fisher of Futuresource Consulting. "Google Classroom was key to that."

That was too fast for Chicago Public Schools.

Administrators there wanted to test Classroom first to make sure it complied with district policies and fit their teachers' needs. So they set up a pilot program, involving about 275 teachers and several thousand students, to run for the entire school year. Every month, Ms. Hahn said, she collected teachers' feedback and sent it to Google.

"We wanted to help them do it right," Ms. Hahn said.

One immediate problem administrators identified: School board policy required employees to keep records of cyberbullying and other problematic comments. But Classroom initially did not do that. If a student wrote something offensive and a teacher deleted it, there was no archive.

"It took us a long time to get them to do it," Ms. Hahn said. She added, "Unfortunately, there were things that a district of our size needed that Google did not understand."

Google eventually added an archiving feature. The next fall, the Chicago district switched on Classroom. Teachers there later vetted other Google products, effectively becoming a test lab for the company. "We have said to Google many times, 'If it works in Chicago, it will work anywhere,'" Ms. Hahn said.

The relationship has benefited Chicago Public Schools, too.

In 2015, the district was reeling from a scandal: The Justice Department charged the Chicago Public Schools former chief executive Barbara Byrd-Bennett with steering more than $23 million in no-bid contracts to two school vendors in exchange for kickbacks. Ms. Byrd-Bennett later pleaded guilty to one count of wire fraud and was sentenced in April to four and a half years in prison.

The fact that Chicago schools were vetting Google products, like the Classroom app, gave administrators a welcome counternarrative of the district's altruistically helping Google debug its products for schools across the country. And it remains a good story even as the district now faces a financial crisis.

Today, about 15 million primary- and secondary-school students in the United States use Classroom, Google said.

Google's ability to test its products on such a monumental scale has stoked concerns about whether the tech giant is exploiting public-school teachers and students for free labor. "It's a private company very creatively using public resources - in this instance, teachers' time and expertise - to build new markets at low cost," said Patricia Burch, an associate professor of education at the University of Southern California.

"Our goal is to build products that help educators and students," Mr. Rochelle said. "Teachers tell us they appreciate the opportunity to get involved early and help shape our products to meet their needs."

Ms. Hahn, who now works for the same health care company as Mr. Tidmarsh, agrees. She said that schools were getting something substantive in return from Google, something they had rarely received from other tech companies: quick product improvements that responded to teachers' feedback.

After the Chicago schools tested Classroom, she said, members of Google's education team started directly contacting her when they were seeking educators to try out the company's innovations. "They no longer just turn stuff on," she said. "They come to us first."

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How Google Took Over the Classroom (Published 2017)

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Education Disrupted The tech giant is transforming public education with low-cost laptops and free apps. But schools may be giving Google more than they are getting. Students at Newton Bateman Elementary School in Chicago use Google-powered laptops and Google education apps for classwork.

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Advancing the Innovative Teaching-Learning Process through the 21st Century and H.I.V.E. Classrooms

(RESEARCHED BY: BOAZ MATHIEU BORDALBA)

URL: https://www.ustp.edu.ph/advancing-the-innovative-teaching-learning-process-through-the-21st-century-and-h-i-v-e-classrooms/

TITLE:  Advancing the Innovative Teaching-Learning Process through the 21st Century and H.I.V.E. Classrooms

AUTHOR: Jomerl I. Gomez

DATE PUBLISHED: September 17, 2015

KEY INFO: The 21st Century and H.I.V.E. Classrooms: Promoting the Innovative Teaching-Learning Process

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Advancing the Innovative Teaching-Learning Process through the 21st Century and H.I.V.E. Classrooms

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USTP created a 21st Century Classroom with facilities that help form creative & critical thinker students with good communication and collaborative skills.

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Technologies and mobile apps to saving and investing money in a fastest way.

(RESEARCHED BY: LIANNAH CASSANDRA TIMBREZA)

URL: https://www.vecteezy.com/vector-art/2133587-people-use-mobile-apps-to-saving-and-investing-money-in-4-0-cashless-society-vector-illustration-concept-can-be-use-for-landing-page-template-ui-ux-web-mobile-app-poster-banner-website-flyer

TITLE: Technologies and mobile apps to saving and investing money in a fastest way.

AUTHOR: Naki-Sama

DATE PUBLISHED: March 31, 2021

KEY INFO:  Download people use mobile apps in their technologies that is capable and much easier to save and invest money.

# data[].attributes.attachment_link.title
Download people use mobile apps to saving and investing money in 4.0 cashless society. vector illustration concept can be use for landing page, template, ui ux, web, mobile app, poster, banner, website, flyer for free

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Download the people use mobile apps to saving and investing money in 4.0 cashless society. vector illustration concept can be use for landing page, template, ui ux, web, mobile app, poster, banner, website, flyer 2133587 royalty-free Vector from Vecteezy for your project and explore over a million o…

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Why is technology important in education?

(RESEARCHED BY: LIANNAH CASSANDRA TIMBREZA)

URL: https://www.youtube.com/watch?v=UJQKJ2aoKfk

TITLE:  Why is technology important in education?

AUTHOR: Sam Kary

DATE PUBLISHED: November 25, 2019

KEY INFO: In this video, veteran educator Sam Kary presents 10 arguments why technology is a vital part of education.

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Why Is Technology Important In Education?

# data[].attributes.headline
8) Public Service Message or Promotional Video

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8) Public Service Message or Promotional Video

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Google Invests In Education Startup Valued At $1 Billion

(RESEARCHED BY: LIANNAH CASSANDRA TIMBREZA)

URL: https://www.businessinsider.in/Google-Invests-In-Education-Startup-Valued-At-1-Billion/articleshow/30684049.cms

TITLE:  Google Invests In Education Startup Valued At $1 Billion

AUTHOR: REUTERS

DATE PUBLISHED: FEB 19, 2014

KEY INFO:  Renaissance Learning, an education technology start-up, said on Wednesday that Google Inc's investment fund had bought a minority stake in the company, valuing it at $1 billion.

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Justin Sullivan/Getty Images

(Reuters) - Renaissance Learning, an education technology start-up, said on Wednesday that Google Inc's investment fund had bought a minority stake in the company, valuing it at $1 billion.

Renaissance, owned by British private equity firm Permira, provides cloud-based education software, including reading and assessment tools that the company says are used by nearly 20 million students and teachers.

Google Capital was formed in 2013 to invest in technology start-ups. Its investments include SurveyMonkey, an online survey company, and Lending Club, a service that matches people seeking loans with people willing to make them.

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The Renaissance investment is Google's first in education.

New York Times said on Wednesday Google's investment was $40 million.

(Reporting by Sayantani Ghosh in Bangalore; Editing by Saumyadeb Chakrabarty)

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Google Invests In Education Startup Valued At $1 Billion

# data[].attributes.attachment_link.description
Justin Sullivan/Getty Images (Reuters) - Renaissance Learning, an education technology start-up, said on Wednesday that Google Inc's investment fund had bought a minority stake in the company, valuing it at $1 billion. Renaissance, owned by British private equity firm Permira, provides cloud-based education software, including reading and assessment tools that the company says are used by nearly 20 million students and teachers.

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Learning with the help of technology

(RESEARCHED BY: JINKY STEPHANNE ARLES)

URL: https://www.manilatimes.net/2016/09/17/opinion/columnists/learning-with-the-help-of-technology/286384

TITLE: Learning with the help of technology

AUTHOR:  JOHN PAUL M. ESPINOSA

DATE PUBLISHED: September 17, 2016

KEY INFO: The Blog Article is tackling how technology will help the students in their learning.

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Technological advances had greatly changed the education landscape in that teaching is no longer confined to the traditional face-to-face delivery of lessons.Now, students can also...

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The Importance Of Technology In Education

(RESEARCHED BY: ALEXA ANGEL MARIE A. CALORA)

URL: https://elearninginfographics.com/the-importance-of-technology-in-education-infographic/

TITLE: The Importance Of Technology In Education

AUTHOR: Laura Sapiens

DATE PUBLISHED: December 24, 2013

KEY INFO: Technology may be a significant instrument in the education sector. Five advantages of technology in education are shown in the infographic.

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The Importance Of Technology In Education Infographic - e-Learning Infographics

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Need Of School Management Software The Best Learning Management Systems based on Customer Experience [Infographic 2021] The Best Learning Management Systems Based On User Experience Technology in the field of education can be a powerful tool. The Importance Of Technology In Education Infographic presents 5 benefits of technology in education: Future Oriented: The future is all about technology and multi-screening.

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PH edtech startup InvestEd joins EduSpaze’s fifth cohort

(RESEARCHED BY: JINKY STEPHANNE ARLES)

URL: https://theindependentinvestor.ph/ph-edtech-startup-invested-joins-eduspazes-fifth-cohort/

TITLE: PH edtech startup InvestEd joins EduSpaze’s fifth cohort

AUTHOR: Christian Francisco

DATE PUBLISHED: August 19, 2022

KEY INFO: InvestEd, a company in the field of education technology (edtech) for university students in the Philippines.

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InvestEd, an education technology (edtech) startup that offers a loan program to college students in the Philippines, has made it to the fifth cohort of Singapore's first educational technology accelerator EduSpaze.

The startup is the only Philippine-based edtech company that has made it to the cohort of nine Asian startups that are joining the accelerator program.

The other eight are Scribo Holdings (Singapore/Australia), a startup that helps better student engagement for their writing tasks; Eduku (Indonesia), a provider of multi-platform learning management system to schools; EduPrime (Indonesia), the country's leading assessment platform; Dystech (Australia), an online reading assessment platform; and Top-BOSS (Taiwan), a provider of cloud, mobile, and digital game-based contests for business and management training.

Also in the cohort are ChampsLMS (Singapore), a provider of cloud-based SaaS model learning management system for K-12 schools, tertiary education, and corporate training; Datality Lab (Singapore/Hong Kong), a data science consultancy startup; and HeyHi (Singapore), a multi-platform lightweight whiteboard for educators and students.

InvestEd and the other eight edtech startups will take part in the three-month virtual program and will receive up to a S$1 million ($726,000) investment as well as mentor support.

The aim of the program is to help the participants accelerate their progress in developing and honing their market fit, product development, scalability, revenue generation, and attraction of further investments.

"Over the last few years, we have continued to see great strides in education, especially edtech. The adoption of digital solutions is continually on the rise, and we continue to see impressive innovation from startups across the region," said EduSpaze managing director Alex Ng.

EduSpaze is managed by seed capital firm and incubator Spaze Ventures and also receives support from Singapore government entity Enterprise Singapore, the statement said.

Being selected in the program, InvestEd now joins the legacy of previous cohort participants such as Skilio, LingoTalk, ACKTEC Technologies, and AkadAsia, which have successfully raised from EduSpaze and other partners.

On its website, InvestEd said it provides loan products to help students succeed in every state of their college life. The loans can be used for tuition, allowance, gadgets, internships, and more.

Aside from the financial aspect of the loan, InvestEd also assigns a personal coach to students who have availed of the loan to guide them in matters of academics, career, money, love, or family.

In June, Edukasyon.ph, another edtech startup based in the Philippines, raised a convertible note with backing from a number of investors, including follow-on investors KSR Ventures and Lorinet Foundation, and new investor Bisk Ventures.

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PH edtech startup InvestEd joins EduSpaze's fifth cohort

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InvestEd, an education technology (edtech) startup that offers a loan program to college students in the Philippines, has made it to the fifth cohort of Singapore's first educational technology accelerator EduSpaze. The startup is the only Philippine-based edtech company that has made it to the cohort of nine Asian startups that are joining the accelerator program.

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Socio‐educational implications of technology use during COVID‐19: A case study in General Santos City, Philippines

RESEARCHED BY: JINKY STEPHANNE ARLES)

URL: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7460938/

TITLE:

Socio‐educational implications of technology use during COVID‐19: A case study in General Santos City, Philippines

AUTHOR: Cathy Mae D. Toquero

DATE PUBLISHED:  Aug 26,  2020

KEY INFO: This paper shows the significance of technology for the educational landscape amid the crisis.

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Abstract

Digital technology has served people for educative purposes and formation of virtual social connections for the co‐existence of human relationships amid the COVID‐19 pandemic. This article presents the socio‐educational implications of the newly‐formed virtual relations made possible through technology. It explores the use of emerging technologies and the effect of these technologies to fulfill the social and educational needs of the stakeholders in times of a crisis or emergency. The use of emerging technologies paved the way for the stakeholders to establish virtual relationships with a common goal to rid quarantine boredom, provide relief efforts, and educate the virtual community relative to COVID‐19 while maintaining a safe environment. The authors recommend for an empirical research on the newly‐existing online group relationships and how these virtual relationships and emerging technologies can affect social relations and human learning behaviors.

Keywords: COVID‐19, digital technology, Facebook, higher education, social influence, social media, social networking, social relations, stakeholders, virtual relations

1. INTRODUCTION

Digital technology has been highly vital for the widespread dissemination of information and guidelines that are critical for dealing with the pandemic. Due to the total community lockdown worldwide, the greater majority of earth's population diverted to the use of digital technology for multiple purposes.

The pandemic has brought people to focus on the advantages of the virtual world within the confines of their homes. For example, students themselves are not able to attend school through face‐to‐face education, so they opted to social media to search for news and trends. A study reported that in a local place in China, 38.30% of the students searched for news related to the pandemic every day, and accessed online lessons using mobile phones (98.85%) and laptop (75.38%) (Pan, 2020). This example shows the significance of technology for the educational landscape amid the crisis.

Moreover, the advancement of digital technology is evident on the utilization of social media. In Facebook, a glimpse of people worldwide are showcasing scientific advancements, testing vaccines for the 2019 novel coronavirus, diversifying university assessments, advocating human and environmental rights, proposing for scientific patents, etc. All these circumstances are happening within the boundaries of a new dimension in the virtual world.

Despite these advancements, it is undeniable based on recent events that people are losing face to face socialization and contact to prevent the spread of the virus. Consequently, numerous people have used social media, specifically, Facebook as a means for social communication. These virtual relations, however, present challenges to some people as there is less personal communication and can be hurtful due to the threat of cyberbullying because of not having to see people's reactions (Antonucci, Ajrouch, & Manalel, 2017).

The emergence of social technologies created online activities which posit arguments for both advantages and disadvantages on the social and educational community. An innovative interaction can take place between a classic community and a virtual community, however, it is unknown whether the future will struggle and challenge human learning and social relationships in the digital age (Joo & Teng, 2017). Hence, this research explored the use of emerging technologies to "help human beings directly fight against the current pandemic at this moment" (Yan, 2020, p. 2). This article examines the relationships of the people in the community during the pandemic through the lens of the virtual world and encapsulates how people of all walks of life have emerged online for social and educational purposes. The authors studied the relationships through social media as a means to spread awareness and proliferate knowledge about COVID‐19 and offered social and educational implications of newly‐formed virtual relationships amid the pandemic.

2. CASE IN THE PHILIPPINES

The Philippines, though a developing country, is attuned to using digital technology for social communication. Based on data (NapoleonCat, 2020) as of January 2020, there are 73, 170,000 Filipinos who use Facebook, which is 66.4% of the entire population in the country (Figure ​(Figure1). 1 ). Socialization using Facebook has been one of the favorite inclinations of the Filipinos prior to the pandemic. Nowadays, there are many Facebook group pages that emerged to update themselves with the latest trends and news reports related to the pandemic.

In addition, the potential for using social media for forming virtual social relationships is very likely to happen in the Philippines as many people are eager to assess the government efforts to fight against COVID‐19. This situation has been proven during the heightening of the confirmed cases of COVID‐19 in the country. As of July 14, 2020, the Philippines ranks as having the second highest cases of COVID‐19 in the Southeast Asian region based on the report of the World Health Organization (WHO, 2020) (Figure ​(Figure2). 2 ). Thus, people are attuned to social media for updates of the confirmed cases as the coronavirus spreads throughout the country.

To temporarily divert the attention of the people from the psychological pressures due to the negative news brought by the pandemic, the use of emerging technologies such as YouTube, Facebook, and Tik Tok have been the gateways for them to socialize in the virtual world. In General Santos City, a medium‐sized local city in Mindanao, Philippines, numerous people are engaged into newly‐formed Facebook group pages (Table ​(Table1). 1 ). These group public pages aimed to foster stronger community relationships within its group members, lessen the boredom of home quarantine though sharing of multiple experiences, and achieve a common sense of purpose although bombarded with the pandemic issues. Numerous stakeholders in General Santos City went online to share their content videos made through Tik Tok. They also posted myriads of pictures in Facebook with details consisting of relevant efforts of private and government organizations to alleviate the spread of COVID‐19. The stakeholders in General Santos City formed different Facebook pages according to their common goals as reflected in the table. These are just some examples of the Facebook pages currently existing that involve faculty members, alumni, students, and the entire community in the said city.

TABLE 1

Facebook pages

Members

Nature of acceptance

Purpose

Group page A

59,000

Invites all stakeholders from General Santos City

To have fun, give feedback on relief provisions of government, compare home quarantine experiences

Group page B

13,000

Includes alumni from a specific university

To have fun, share travel and previous undergraduate experiences, strengthen alumni relations

Group page C

917

Accepts students and alumni

To have fun, advocate for relief efforts, strengthen student and alumni relations

Group page D

154

Inclusive of faculty members

To advocate for relief efforts, assist medical workers, strengthen stakeholder relationships

3. CASE ANALYSIS

For educational purposes, the students and alumni of Mindanao State University‐General Santos City (MSU‐GSC), Philippines use digital technology to learn about COVID‐19, socialize for shared experiences, and advocate for social development despite the pandemic. MSU‐GSC is one of the prominent universities in the Philippines with a special mandate of offering education to the tripartite communities that comprised of Christians, Muslims and Indigenous People. As a multicultural university that upholds peace advocacy efforts, it envisions to become a National Peace University in the coming years. With the advent of the COVID‐19 pandemic, the university, similar to other educational institutions worldwide, dealt with tremendous challenges transitioning to the virtual learning environments. Consequently, the disruption of official classes started on March 16, 2020, and eventually the said university terminated the classes on May 2020 due to the heightened COVID‐19 cases in the country. Within these months, there were no online or remote teaching classes in MSU‐GSC. However, the university spearheaded relief efforts to the students and other community stakeholders. The students also managed to learn through their own efforts using Facebook and shared their experiences with the alumni in the social media.

Moreover, the alumni created and shared original videos as tribute for the medical frontline workers through the use of the Tik Tok app. They also used the Facebook page as a platform to give updates on the current cases of COVID‐19 in the local community including nationwide and worldwide cases. Likewise, some students reinforced hygiene practices through sharing infographics of proper hand washing and healthy living.

To educate the people in the group about the news related to the pandemic, the alumni shared infographics on the history of the pandemics and guidelines on community quarantine. The students themselves were able to access free digital resources on thousands of books to rid their quarantine boredom. A donation drive through the Facebook page also paved the way to obtain financial resources to provide for relief efforts and help the members of the staff and students in the university along with the provision of sufficient aid to the medical frontline workers.

In the Philippines, the potential of emerging technologies to maximize learning through alternative delivery mode is still on a trial stage as of this writing. The curriculum in the Philippines relied on face‐to‐face education prior to COVID‐19, so the educational system has been caught off guard during the crisis. Classes were terminated earlier and mass promotions occurred in the higher education institutions as some colleges and universities are not prepared nor have the available resources to implement distance education. Consequently, officials from the government sectors are currently securing emergency plans and formulating proposals to alleviate the educational disturbances. Nevertheless, the country can access Facebook as a platform for emergency remote teaching since many people including young ones have Facebook accounts, where 24,000,000 with age range of 18 to 24 years old are the largest Facebook users (NapoleonCat, 2020).

Realistically speaking, there are diffusion of fake news in the social media which has become a central debate to scholars. There is a need to assess the veracity of the digital content that has widely affected the society. "The sensationalism of not‐so‐accurate eye catching and intriguing headlines aimed at retaining the attention of audiences to sell information has persisted all throughout the history of all kinds of information broadcast" (Figueira & Oliveira, 2017, p. 818). "On a light note, however, the global pandemic opened up opportunities to the country to upgrade its educational mode of delivery and transfer its attention to emerging technologies" (Toquero, 2020, p. 4).

3.1. Use of emerging technologies

The use of Facebook as one of the emerging technologies allowed the students from the university to explore digital learning resources and obtain knowledge to prevent the spread of COVID‐19 while maintaining virtual relationships to counter the quarantine boredom. Likewise, the university empowers its students and alumni through the use of Facebook as supplementary to a crisis response tool. The use of Facebook can provide the university with immediate feedback from the said students and alumni, and thereby strengthen stakeholder relationship through the virtual community.

In using social media to supplement future endeavors related to digital learning in the Philippines, the social media can increase student engagement in terms of behavioral, affective, and cognitive domains (Bond, Buntins, Bedenlier, Zawacki‐Richter, & Kerres, 2020). For the students to maximize learning using social media, nonetheless, the purpose should be defined for its inclusion in the courses so that the benefits of incorporating technologies can be achieved through independent learning among the students (Chawinga, 2017).

Consequently, the university needs to take into consideration the possibility of using Facebook to supplement the alternative delivery mode for distance education since a greater majority of the students in the Philippines are using Facebook. The use of emerging technologies can also contribute for deep learning. One study confirmed through a metasynthesis that "social media such as blogs and wikis for idea generation, problem‐solving through discussions, Skype or Google Hangout, Facebook, and even mobile apps, such as WhatsApp" (Mnkandla & Minnaar, 2017, p. 246) can paved the way to establish and co‐create knowledge using digital technology.

Apart from serving as a socialization strategy, the utilization of emerging technologies such as Facebook has also been instrumental for educating people about COVID‐19. There are widespread information dissemination of those critical reports and guidelines from the World Health Organization to unite all efforts against the spread of the coronavirus. The use of emerging technologies for the current crisis expedites awareness among people as they can easily monitor the news updates online.

3.2. Effects of emerging technologies

The students and alumni from MSU‐GSC who partake in the Facebook pages are undergoing similar pandemic‐related experiences. As a result, they have shown reasons for relatedness in virtual relationships through the utilization of Facebook as a social technology. The virtual relationships that emerged have been vital for them as they found coping mechanisms to counter the stress and anxiety brought by the pandemic (Talidong & Toquero, 2020). The newly‐formed virtual relationships give them a renewed sense of hope, social satisfaction, and psychological relief to deter the mental health‐related effects of COVID‐19 such as the possibility of fatigue, depression, and anxiety.

The emerging technologies such as Facebook, Youtube, and Tik Tok offered positive quarantine experiences to the virtual groups to create a constructive outlook for the stakeholders as they contribute for similar experiences and coping strategies during the crisis. Interestingly, a research studied the predictions of five theories on how social interaction through Facebook can make changes in the psychological well‐being of people. The result provided evidence that the "effects depend on the nature of the communication and the relationship between communicators. Receiving more personalized communication-targeted, composed text-from strong ties was linked to improvements in well‐being" (Burke & Krauke, 2016, p. 276). Despite the result, it encourages further research for a precise theory.

Moreover, the MSU‐GSC students and alumni have shown continuous engagement and support to spread awareness about COVID‐19 in the virtual community. They posted relevant infographics and offered free digital resources for the others to access in Facebook while enjoying virtual socialization despite the quarantine effects. These educational and social endeavors fairly illustrate that "the enforced social isolations in the physical world significantly increase humans' social interactions in the cyber world" (Yan, 2020, p. 2). The situation epitomizes the influential effects of emerging technologies to "effectively facilitate social learning, collaboration, and interaction among students and between students and lecturers to enhance deep learning" (Mnkandla & Minnaar, 2017, p. 228) while maintaining a safe environment that follows social distancing and lockdown protocols to fight against COVID‐19.

4. SOCIO‐EDUCATIONAL IMPLICATIONS

Socially, the use of emerging technologies can empower students as they can share critical information and give relevant feedback in the virtual world to expedite the process of information exchange especially during the pandemic. The positive effects of emerging technologies can also cater to the emotional and psychological needs to lessen their stress and anxiety due to the home quarantine.

Academically, it is recommended to use emerging technologies as supplementary tools for instruction during and after the emergency. The teachers can make use of social media to communicate with the students and give pedagogical instruction as numerous students are using Facebook. Through the said social technolog, the university can create a COVID‐19 information center with simplified and accessible materials for the students and other stakeholders in the local community to readily access and obtain information about COVID‐19. Current updates from relevant organizations worldwide are also possible due to the social technology that educates people to be well‐informed on the trends of COVID‐19.

5. CASE CONCLUSION

This article concludes that numerous possibilities and opportunities (Yan, 2020) arise in the use of technology particularly the social media for the formation of social relationships and educational endeavors even through the virtual world. The use of social network also diverted the attention of MSU‐GSC students and alumni away from the emotional and psychological pressures due to the crisis. Digital technology allowed for the continuity of social relations and expedited information dissemination relative to COVID‐19 while maintaining a safe environment for the people in the community. Despite the emergency situation, the utilization of "emerging technologies hold great promise for the future by overcoming traditional barriers to maintaining social contact, support exchange, and information acquisition" (Antonucci et al., 2017, p. 1). The authors are optimistic of the promise of technology for better social relations but asserted of not replacing the traditional form of social contact. Hence, there is a need to endeavor for empirical research on virtual relationships amid the pandemic and post‐pandemic to understand how technology is shaping the social connections, social behaviors, and educational performance of the people in the virtual world. Future studies should also be made on the use of Facebook to maximize the academic outcomes of the students in the local context to serve as emergency platform for higher education institutions with limited resources for remote teaching.

Biographies

Cathy Mae D. Toquero is an Assistant Professor IV of the College of Education, Mindanao State University‐General Santos City, Philippines. Her scientific writing foci are on research development, feminism, character education, inclusive education, distance education, educational psychology, English as a second language, behavioral science, and recently on the impact of COVID‐19 on the education sector. She also serves as a reviewer in selected ISI and non‐ISI international peer‐refereed journals.

Karen Joy B. Talidong, is a PhD Candidate in the School of Education at Shaanxi Normal University, Xi'an, China. She is also a faculty of the College of Teacher Education in Sultan Kudarat State University, ACCESS Campus, Tacurong City, Philippines. She has publications in ISI and non‐ISI academic journals. Her research interests include English language teaching, English as a Second Language, educational technology, and currently on the impact of COVID‐19 to education.

Notes

Toquero CMD, Talidong KJB. Socio‐educational implications of technology use during COVID‐19: A case study in General Santos City, Philippines. Hum Behav & Emerg Tech. 2021;3:194-198. 10.1002/hbe2.214 [[ PubMed] [ CrossRef] PMC free article] [ Google Scholar]

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# data[].attributes.attachment_link.title
Socio‐educational implications of technology use during COVID‐19: A case study in General Santos City, Philippines

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Digital technology has served people for educative purposes and formation of virtual social connections for the co‐existence of human relationships amid the COVID‐19 pandemic. This article presents the socio‐educational implications of the newly‐formed virtual relations made possible through technology.

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INNOTECH launches “Right Click,” a podcast on digital citizenship

(RESEARCHED BY: ALEXA ANGEL MARIE A. CALORA)

URL: https://www.seameo-innotech.org/innotech-launches-right-click-a-podcast-on-digital-citizenship/

TITLE: INNOTECH launches “Right Click,” a podcast on digital citizenship

AUTHOR: SEAMEO INNOTECH

DATE PUBLISHED: April 22, 2020

KEY INFO: They discussed how Right click can help educate online learners about how to be safe online and how they can use technology as an advantage in this generation.

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INNOTECH launches "Right Click," a podcast on digital citizenship

SEAMEO INNOTECH launched its podcast, "Right Click" in December 2020 as part of the capacity-building program for the Philippines' Alternative Learning System (ALS) implementers. "Right Click" is a podcast on Digital Citizenship produced under a tripartite project with the Department of Education (DepEd), UNICEF Philippines, and SEAMEO INNOTECH.

With the increasing use of online platforms as alternative means of delivering education, ALS implementers are faced with new challenges. One of which is making sure that ALS learners also demonstrates knowledge and skills on the productive, safe, and responsible use of digital tools and resources. In addition, DepEd - ALS recently included digital citizenship as a Learning Strand in the ALS K to 12 Basic Education Curriculum. With these developments, there is an increased demand for resources on digital citizenship, which ALS teachers can use to teach among its learners. The podcast series developed by the Center is one way of addressing the need for such resources.

"Right Click" consists of 20-minute interviews with known digital citizenship experts. Through these interviews, topics such as online safety, responsible use of technology, and productive behavior in the cyber space were discussed in the context of ALS. The podcast episodes also include practical tips on how learners can remain safe online and take advantage of the opportunities that digital technology offers, both for teachers and learners. Through the podcast, ALS teachers can acquire relevant insights on how to guide their learners towards becoming responsible digital citizens.

Currently, "Right Click" has 4 episodes featuring the following education experts: (1) Mr. Firth McEachern, co-author of the MT4T e-Citizenship e-book, for the topic on "digital citizenship;" (2) Ms. Ma. Melizza Tan, Adolescent Development Specialist of UNICEF Philippines, for the topic on "benefits provided by digital technology;" (3) Professor Queena Lee-Chua of the Ateneo de Manila University, for the topic on "digital risks and threats;" and (4) Mr. Ysrael Diloy, Senior Advocacy Officer of Stairway Foundation, for the topic on "how to remain safe on the Internet."

The "Right Click" podcast episodes are accessible from the SEAMEO INNOTECH Soundcloud and YouTube Channel. To know more about Digital Citizenship, visit the MT4T website: https://www.seameo-innotech.org/mt4t.

Listen on SoundCloud:

Watch on Youtube:

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INNOTECH launches "Right Click," a podcast on digital citizenship - SEAMEO INNOTECH

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SEAMEO INNOTECH launched its podcast, "Right Click" in December 2020 as part of the capacity-building program for the Philippines' Alternative Learning System (ALS) implementers. "Right Click" is a podcast on Digital Citizenship produced under a tripartite project with the Department of Education (DepEd), UNICEF Philippines, and SEAMEO INNOTECH.

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14.) Non-government organization or academic institution article

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14.) Non-government organization or academic institution article

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Edtech in the Philippines: Is the industry ripe for investments?

(RESEARCHED BY: SAMANTHA JAY LIM)

URL: https://techcollectivesea.com/2021/11/25/edtech-philippines-investment/amp/

Title:

Edtech in the Philippines: Is the industry ripe for investments?

Author: Tech Collective

DATE PUBLISHED: December 2021

Key Info: PHILIPPINES IS RIPE FOR INVESTMENT IN TECHNOLOGY PARTICULARY FOR EDUCATION

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The Philippines is one of the world's fastest-growing economies with a population of 100 million and a GDP of $330 billion USD, rising at 6% annually. Despite its rapid expansion, the burgeoning country, like others in the Asia Pacific, continues to struggle with access to relevant, quality education pathways that can lead to sustainable futures for its children.

COVID-19 has propelled edtech to the forefront, and the edtech scene in the Philippines is slowly transforming the country's learning environment. Edtech Filipino startup game changers are bridging existing gaps in the national education system. We look at the key players making waves in the region and how educational technology is changing learning methods in the country.

Opportunities in the Philippine edtech scene

Asia is driving the development of edtech, with Asia-Pacific poised to account for 54% of the worldwide edtech industry by 2020. The region's growing population of Gen Z, its love affair with smartphones, and easy access to the internet create ideal conditions for digital education services' growth.

The large and increasing population of tech-literate Gen Z

The Philippines has over 20 million Gen Z-ers between the ages of 13 to 23, representing 20% of its population. They are digital natives, growing up with social media and mobile applications. Technological innovations are already a big part of their lives, which sets the stage for further advances, particularly when it comes to education.

High internet consumption and penetration

With an average screen time of 10 hours a day, the Philippines has continuously led rankings for the world's heaviest internet users for the last four years. So much time already spent online opens doors to significant opportunities such as greater access and broader options for global education providers.

Internet penetration in the Philippines is at an all-time high thanks to better infrastructure and lower costs. Local internet speeds have increased and improved dramatically, 341% for mobile and 741% for broadband, since the 7.44 Mbps registered in July 2016. At the same time, internet costs have considerably decreased from $5.28 per Mbps in 2013 to $0.48/Mbps in 2019. In the coming years, fewer obstacles and greater internet accessibility will see the continuous rise of internet users from younger generations.

The commercialisation of Gen Z online activity

Because youths make up a considerable proportion of the Philippine's eCommerce market, digital marketing is zoning in on their mindsets and the preferences of this age group to better cater to them. Digital channels are becoming widely available, and more funds are finding their way towards digital marketing. As expenditure continues to grow, there will be more possibilities of integrating education into youth-focused advertising.

Emerging Filipino edtech startups to watch

Edukasyon.ph

Edukasyon.ph, finalist in the Emerge X Startup Competition 2020, is currently the largest edtech platform in the Philippines. In its latest news, the startup is partnering with Microsoft to boost development in the education ecosystem, which means more Filipinos will have the chance to accomplish their educational, career, and life aspirations.

CloudSwyft

One of the Philippine's fastest-growing edtech startups is CloudSwyft. During the pandemic, when most schools were closed, and educational activities went online, the startup's Virtual Labs Platform, which uses cloud-based technology, proved incredibly beneficial and valuable to both students and academic providers. Another recent collaboration with Alibaba Cloud and DITO CME resulted in Luna Academy, a learning platform aiming to revolutionise online education in the country.

KITE eLearning Solutions

This edtech startup provides eLearning solutions that are supported by local research and tested worldwide to Philippine educational systems. KITE's product offering ranges from an end-to-end academy system, a platform that connects teachers and students in a virtual classroom with a predetermined curriculum, to an app that promotes reading.

Innovation and technology spark numerous new market possibilities, such as the ability to compete with the world's established economies. Plenty of countries in Southeast Asia are still devoid of teachers and educational supplies, with most grappling to keep up with local government curriculum standards. As many countries in the region strive to bridge the educational gaps, edtech is beginning to emerge as a solution.

This is especially true for a growing nation, and the success of the edtech scene in the Philippines is crucial to compensate for some of these limitations. Fortunately, the region is emerging to be a favourable environment for edtech Filipino startup businesses who are spearheading the movement to provide access to world-class education to children in remote locations.

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Edtech in The Philippines ready for investment - Tech Collective

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The Philippines is one of the world's fastest-growing economies with a population of 100 million and a GDP of $330 billion USD, rising at 6% annually. Despite its rapid expansion, the burgeoning country, like others in the Asia Pacific, continues to struggle with access to relevant, quality education pathways that can lead to sustainable futures for its children.