Envision the future of Ed-Tech Space

 

How do you Envision the future of Ed-Tech Space

In Future and the years ahead, the Ed-Tech market will continue to grow. During the Pandemic, millions of workers re-evaluated their careers. Uncertain times prompted many to quit their current jobs and find employment in a new field. In a span of 12 years, India's Edtech space has received a 30x increase in venture capital investment, moving from 100 million in 2010 to 15 billion in 2020. 

With the industry poised to reach 20 billion by 2025, and 30 billion by 2030, the future does not look as ominous or dire as it is being made to look. Basically, Edtech startups were enjoying a honeymoon phase for the past couple of years. 

Now, companies that can generate enough cash with good business models will survive—online, offline or hybrid. So, top Ed-Tech companies with funding will stay in business.

BestInternationalEducation.com  takes a closer look at some of the Ed-Tech leaders making headlines around the world.

#Chegg

#Blackboard

#Kahoot

#Outschool

#Coursera

#Teachers Pay Teachers

#DreamBox Learning

#Knewton

#Udemy

#Byju's

#Zuoyebang

#VIPKID

#2U

#Coursera

#Unacademy

It primarily focuses on providing individualized learning via curriculum, software, and services to students in kindergarten through grade 12. The company offers full-time virtual classrooms, single courses, and tools and courses to supplement learning.

Few Ed-Tech startups have enough resources to produce Educational content at scale. 

This is one of the reasons why Ed-Tech marketplace is such a popular business model. 

The idea is simple – build a platform where creators can make money from their  educational content and take a share of their revenue.  

Some of the most used EdTech tools to support students and teachers include:

Video conferencing cameras.

Video meeting apps.

Learning management platforms.

Gaming apps.

Digital whiteboards.

Communication boards/discussion tools.

Laptops, tablets, and projectors.

Communication apps.


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