When the world of new technologies intersects with education, a new sector emerges: EdTech.
While the new generation of students, known as Generation Z, was born at the same time as the emergence of new technologies, the French education system remains inclined towards the use of traditional resources. Blackboards still adorn classrooms, and pens and notebooks remain indispensable tools for children. This trend is not unique to France. In the education sector, less than 3% of the global market is digitized. However, some countries are already providing students with digital educational tools. In Canada, in the Quebec region, 90,000 digital tablets were introduced into schools in 2014. According to an ESSIE study, Denmark has 34 computers per 100 primary school students, compared to only 10 computers per 100 primary school students in France.
A Desire for Change
Faced with the widespread use of digital technology and the emergence of new products from the technological revolution, stakeholders in the education sector want to evolve. According to the Ministry of National Education, 97% of teachers believe that information and communication technologies for teaching represent a pedagogical asset. Beyond a mere desire, the development of digital technology is becoming a real necessity for teachers. For example, if they want to show a video to their students, they need internet access in the classroom. Not all schools have this access yet. However, the ministry is following the path of renewal. It has implemented a digital plan for education, with 500 schools and colleges already benefiting from digital textbooks and resources since last year. Public opinion is also moving towards change. According to an Ifop survey, 88% of French people believe that laptops are among the everyday objects that can be used as educational devices.
A Global Phenomenon
This awareness of digital technology in the education sector is not only specific to France. It is actually a global phenomenon. In Finland, the Minister for European Affairs and Foreign Trade announced at the end of 2013 the intention to introduce programming and computer coding courses in primary schools. In the same country, 90% of teachers use new technologies for individualized learning purposes. In Great Britain, 78% of classrooms remain equipped with interactive whiteboards. In 2012, the South Korean Ministry of Education aimed to digitize all courses before 2015.
A New Trend: MOOCs
Popular in the 2010s, MOOCs (Massive Open Online Courses) are courses offered for free on the internet. The goal is to allow anyone with internet access to benefit from lectures. The first form of MOOC appeared in 2002 in the United States at the prestigious MIT University. Other top universities quickly followed suit, such as Stanford and Harvard. Many web platforms hosting these courses have been created in parallel, such as Coursera, Udacity, or edX. France is also positioning itself in the MOOC sector. In 2013, the Ministry of Higher Education and Research provided higher education institutions with an online course platform called FUN. However, some voices oppose this system. An anti-MOOC collective was even created in France and denounced, in a letter to the newspaper Libération published on December 26, 2013, “privatization of courses.”
Companies Entering this Market
The field of educational technology quickly encountered its first players. Many French MOOCs have emerged, such as the site “Flot.sillages.info,” which offers courses for students from preparatory classes to prestigious universities. Other companies offer online educational content, including course summaries or exercises, such as the sites “Afterclasse.fr” or “Kartable.fr.” Mobile applications have also emerged in this field. “Pili Pop” allows children aged 5 to 10 to learn English while having fun. The startup Magic Makers, founded in June 2014 by Claude Terosier and Sébastien Louit, offers children the opportunity to create their own computer game through coding courses. In Kenya, the startup “e-Limu” offers disadvantaged students in the country a digital application designed to capture students’ attention and inspire them to learn, as Kenyan youth generally leave school by the age of 14.
Robotics Serving Education
After the world of computers, mobile phones, and tablets, the world of robots opens up. The French company Aldebaran, founded in 2005 by Bruno Maisonnier, specializes in humanoid creation. The first robot, called NAO, was born in 2006. Before being commercialized to the general public, it was used in primary and secondary schools as well as in higher education. It is actually a new educational support that allows students to work in a fun way. The French company has also developed a specific program for autistic children to help them communicate and flourish.
