How is EdTech made? An investigation of practitioners’ constructions of EdTech in Chinese EdTech companies

Thesis

This study explores the diverse understandings, beliefs, and practices of EdTech in China through the analysis of 15 interviews with EdTech practitioners. Drawing on the social construction of technology (SCOT), the study investigates the construction of EdTech, providing a means with which to examine and critically assess the likely social and educational implications of EdTech. This study demonstrates the underlying mechanisms by which the economic and political factors influence the construction of EdTech. In particular, this study examines the impact of China’s policies of reducing the educational burden on students in 2021 (called “double reduction policy”) on the future construction of EdTech.

Specifically, this study provides an in-depth insight into EdTech practitioners in China, uncovering the dominant narrative of practitioners’ understandings and beliefs about EdTech, and exposing the internal heterogeneity of the group. The study then investigates the economic shaping of EdTech in China with a number of first-hand examples from the industry, revealing the underlying mechanisms by which business, profit, markets, and capital shape EdTech. Finally, the study understands the mechanisms of political shaping of EdTech by studying the impact of the double reduction policy as an example.

Authors: Zhou, T

• DOI: 10.5287/ora-0onreawby
• Type of award: MSc
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English