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EdTech, which includes computer-assisted learning (CAL), online education, and remote instruction, was expanding rapidly even before the COVID-19 pandemic. Studies of CAL interventions often find positive effects; however, these "CAL programs" often include non-technology-based inputs such as more time spent on learning and additional instructional support by facilitators. In this paper, we discuss the possible channels by which CAL programs affect academic outcomes among schoolchildren. We isolate the technology-based effects of CAL from the total program effects by designing and performing a novel multitreatment field experiment in rural China. For the full sample, we find null effects for both the total CAL program and the technology-based effects of CAL on math test scores. For boys, however, we find a positive and statistically significant effect of the CAL program but do not find evidence of a positive effect for the technology-based effect of CAL. When focusing on grades, we find evidence of positive CAL program effects but find null effects when we isolate the technology-based effects of CAL. Our empirical results suggest that the "Tech" in EdTech may have relatively small additional effects on academic outcomes, yet tech programs can substitute at least to a certain extent for traditional learning. [ABSTRACT FROM AUTHOR]

To support young children's learning during the coronavirus 2019 (COVID‐19) pandemic, preschool educators in Hong Kong were required to teach with digital technologies. In this study, 1035 educators from 169 preschools reported their views and practices in an online survey, which we examined via multilevel mixed‐response analysis and thematic analysis. More than half of the respondents (53%) expected future online teaching to continue, and only 11% of educators believed that parents would reject this form of delivery. Administrators and teaching assistants were more likely than teachers to expect online preschool teaching to continue in the future. In addition, respondents with existing online platform experience, who taught the upper levels of preschool, or incorporated specific teaching practices (eg, after the online lesson, they assessed children and assigned homework tasks), were more likely than others to expect online teaching in the future. Many of these respondents also reported (a) difficulty with engaging their children when online and (b) inadequate support from parents for learning activities, which reduced the respondents' perceived likelihood of future online teaching. Administrators and teaching assistants were more likely than teachers to believe that parents would accept online teaching in the future. Respondents who felt they had inadequate training to teach online, children in families with inadequate technical skills and parents who believed that online lessons harmed children's well‐being, were less likely than others to believe that parents would accept online teaching in the future. These educators believed that online learning communities could connect parents and schools and foster interaction that could help align with educator's support for children's learning needs. Practitioner notesWhat is already known about technology integration for young children during COVID‐19COVID‐19 led to the closure of many schools, requiring teachers to teach online.Barriers to integrating technologies in preschool settings existed before the pandemic.Online teaching can support students' learning, but few studies have examined technology integration for preschoolers at home during a pandemic.What this paper addsThis paper adds new data on schooling during a pandemic. During the closures, preschool teachers applied two major online teaching approaches: (a) digital content interaction and (b) online human interaction.Technology integration was added to provide evidence of how teachers applied online learning resources for young children during COVID‐19.During closures, teachers often delivered learning resources via digital‐mediated learning platforms, but they were less likely than other educators to expect online teaching in the future.Educators who perceived greater engagement of children or support from parents were more likely to expect online teaching in the future.Implications for practice and/or policyThis study showed that some preschool teachers integrated technology into their teaching during a pandemic, and future studies can explore how to facilitate or extend this integration after the pandemic.This study showed the need for more interactive online teaching preparation to address young children's learning needs.Some teachers were responsive to feedback from children and monitored their learning during the online teaching process. [ABSTRACT FROM AUTHOR]

Highlights: The Ministry of Education Research Center for Online Education conducted a national survey of university administrators of learning and teaching. The survey results showed that (a) the universities in eastern China had developed and introduced more massive open online courses (MOOCs) than those in the central and western regions; (b) of the various measures for blended learning, the universities tended to focus on supporting hardware development before providing training and incentive measures to teachers; and (c) the universities had widely used hybrid learning approaches. In relation to hybrid learning, Tsinghua University explored infrastructure upgrades, teacher training, and the optimal use of the rain classroom and its clone class, and launched the global hybrid classroom and global open courses. In the future, it will be necessary to further promote education equity in line with national policies and provide and perfect incentives to improve the quality of blended learning and expand hybrid learning while improving interaction through technology. [ABSTRACT FROM AUTHOR]

Since the emergence and subsequent spread of the COVID-19 pandemic, students and instructors have faced unprecedented challenges and have been forced to shift traditional face-to-face classes online. This study, based on the E-learning Success Model (ELSM), seeks to examine the e-readiness level of students/instructors, judge the impediments that students/instructors encountered in different phases—pre-course delivery, course delivery, and course completion phase of the online EFL class, search for valuable online learning elements, and recommend recommendations for promoting e-learning success in online EFL classes. The study sample consists of 5914 students and 1752 instructors. The results demonstrate that: (a) both the students' and instructors' e-readiness level were slightly lower than the ready level; (b) three valuable online learning elements were teacher presence, teacher-student interaction, and practicing problem-solving ability; (c) eight categories of impediments during different phases of the online EFL class were technical challenges, learning process, learning environments, self-control, health concern, learning materials, assignment, and learning effect and assessments; (d) seven types of recommendations for promoting e-learning success were: (1) students: infrastructure and technology, learning process, content, curriculum design, teacher skills, service, and assessment; and (2) instructors: infrastructure and technology, human resources, teaching quality, content and services, curriculum design, teacher skills, and assessment. Based on these findings, this study recommends that further studies with an action research approach should be conducted to examine whether the recommendations are effective. Institutions should take the initiative to overcome barriers to engage and stimulate students. The outcomes of this research have theoretical and practical implications for researchers and higher education institutions (HEIs). During unprecedented times such as pandemics, administrators and instructors will have insights into implementing emergency remote teaching. [ABSTRACT FROM AUTHOR]