Interaction of the Russian schools with EdTech companies during the mass transition to distance learning

Diana Korolieva (), Tatiana Khavenson (), Kavsarat Akaeva () and Naushirvanov Timur
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Diana Korolieva: National Research University Higher School of Economics (Russian Federation)
Tatiana Khavenson: National Research University Higher School of Economics (Russian Federation)
Kavsarat Akaeva: National Research University Higher School of Economics (Russian Federation)
Naushirvanov Timur: National Research University Higher School of Economics (Russian Federation)

Monitoring of Education Markets and Organizations (MEMO), 2020, issue 14, 1-9

Abstract: The article analyzes the interaction of comprehensive schools and digital educational technology (EdTech) providers during the transition to distance learning caused by the COVID-19 pandemic. The authors investigate the confidence of school teachers and administrators in state and non-state providers of EdTech, as well as their satisfaction with the resources provided by them. The study is based on data from a survey of teachers and school leaders conducted by the Laboratory for Educational Innovation Research, National Research University Higher School of Economics in March 2020 in 20 regions. The survey involved 8188 respondents from 190 comprehensive schools. The following conclusions were made: - The state is currently the main player in the market of educational technologies. Most teachers and managers of educational organizations trust it and are satisfied with the content that the state provides.-Young teachers, teachers with previous experience in distance learning, and teachers of certain subject areas actively turn to the non-governmental EdTech sector: large businesses, non-profit organizations, and EdTech startups.-The level of satisfaction with the state as a technology provider for teachers with a little teaching experience, as well as for those who had previous experience in distance learning, is lower than for teachers with more than 11 years of general teaching experience or without distance teaching experience.

Keywords: education institutions; preschool education; education market (search for similar items in EconPapers)
JEL-codes: I21 I22 (search for similar items in EconPapers)
Date: 2020
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