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Five common narrative claims and related sub-themes are identified, yet evidence frequently lags behind claims, with notable gaps and limited support in context.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Narratives of Education Technology: A Synthesis of Claims and Evidence from the Asia-Pacific Region  \nSarah Lambert, Faris Nur Khulafa, Kim Chi Vu, Joe Gauld, Adhitya Amarulloh, Almizar Dharmazi, Elizabeth Duyao, Paravuth Hem, Ei Thinzar Kyaw, Yixin Tan  \nAbstract: For decades, the field of educational technology (ed-tech) has been characterised by overoptimism and lofty promises that often fail to materialise. This research investigates the narrative claims or hype of ed-tech across diverse education contexts in seven Asian-Pacific countries. It uses a qualitative meta-analysis of research reports developed by Master of Education Students at Monash University in 2023. These reports examined narratives and evidence of particular ed-techs in their contexts. We found five common narrative claims made for new educational technologies (Effectiveness, Efficiency, Fairness, Transformation, and Limitations) and ten narrative sub-themes that were quite similar across different nations, contexts and technologies. However, there were differences in the specific expressions of the narratives, especially within the efficiency narratives, due to different implementations, strategic approaches, and cultural contexts. Overall, the evidence fell a long way short of the narrative claims made for the various technologies. While some narratives produced a reasonable number of studies supporting them in limited contexts, many narrative sub-themes were unmatched by evidence. To support more informed dialogues, we offer a Critical Thinking framework of Education Technology, which summarises the most common hype narratives and evidence gaps from our study. We hope this might support more informed planning and investment conversations, enhance educators'tools to teach critical appraisal of education technology in university programs , and inspire further research into areas where evidence for improvements is limited.  \nKeywords: educational technology, narrative claims, effectiveness, efficiency, fairness, transformation, limitation, systematic review , critical thinking framework , Asia-Pacific.  \nHighlights  \nWhat is already known about this topic:  \n● Narratives about the potential of ed-tech are created by and for affluent global north contexts.  \n● The impact of ed-tech on educational outcomes does not always match up to the narrative hype. What this paper contributes:  \n● Overarching narrative themes are similar in various contexts but with localised differences in priority and framing.  \n● A summary of the most common narratives and evidence gaps in Asia Pacific. Implications for theory, practice and/or policy:  \n• Research often overlooks narratives on ed-tech limitations , which warrant further exploration.  \n• Localised evidence in Asia Pacific is required to prevent wasteful experimentation.  \nIntroduction  \nFor decades , educational technology (ed-tech) has been characterised by over-optimism and lofty promises that often fail to materialise. The gap between expectations and outcomes has raised concerns regarding the effectiveness and impact of ed-tech initiatives. Addressing this problem requires a strategic approach that cultivates critical thinking among future ed-tech professionals. Training the next generation of ed-tech professionals to be critical thinkers and collaborative, culturally sensitive practitioners is one strategy to address ed-tech's tendency \"to discuss how educational technologies could and should be used…(while being) less competent and confident in discussing how and why educational technologies are actually being used” (Selwyn, 2016, p. 66) .  \nTo address the challenges associated with ed-tech, many Masters of Education programs around the world provide students with the opportunity to critically appraise the impact of education technology. The Monash Master of Education program in Australia offers a specialised introductory level course titled \"Education and Technology: Issue","cbCaieTGA5EmmxTW","https://ap.wps.com/l/cbCaieTGA5EmmxTW","pdf",960500,"English","# Introduction\n## Educational technology and hype narratives\n## Course and assessment context\n# Findings and narrative themes\n## Common narrative claims\n## Sub-themes and differences across countries\n# Evidence gaps and implications\n## Critical thinking framework\n## Theory, practice, and policy","[{\"question\":\"What problem does the study address in educational technology research?\",\"answer\":\"It addresses the persistent gap between hype narratives and real evidence of ed-tech effectiveness and impact, which often fails to materialise.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"The study uses a qualitative meta-analysis of education technology reports created by Master of Education students at Monash University in 2023, examining narratives and evidence in specific contexts.\"},{\"question\":\"What narrative claims does the study identify?\",\"answer\":\"It identifies five common narrative claims for new educational technologies: Effectiveness, Efficiency, Fairness, Transformation, and Limitations.\"}]","Efficiency, Effectiveness and Fairness Narratives of Education Technology - A Synthesis of Claims and Evidence from the Asia-Pacific Region | PDF",151]