Extending Weller’s 25 Years of EdTech: Reflections on 2019–2024
For over 25 years, educational technology (Ed Tech) has transformed the way we teach, learn, and engage with knowledge. In Martin Weller’s 25 years of Ed Tech, he mapped out the major milestones shaping digital learning, tracing a timeline from the early days of bulletin board systems to the rise of artificial intelligence and blockchain in education.
His timeline included the following key developments:
1994 – Bulletin Board Systems
1995 – The Web
1996 – Computer-Mediated Communication
1997 – Constructivism
1998 – Wikis
1999 – E-Learning
2000 – Learning Objects
2001 – E-learning Standards
2002 – The Learning Management System
2003 – Blogs
2004 – Open Educational Resources
2005 – Video
2006 – Web 2.0
2007 – Second Life and Virtual Worlds
2008 – E-Portfolios
2009 – Twitter and Social Media
2010 – Connectivism
2011 – Personal Learning Environments
2012 – Massive Open Online Courses
2013 – Open Textbooks
2014 – Learning Analytics
2015 – Digital Badges
2016 – The Return of Artificial Intelligence
2017 – Blockchain
2018 – Ed Tech’s Dystopian Turn
25 Years of Ed Tech by Martin Weller, Athabasca University Press
Building on Weller’s foundational work, together we will extend the timeline by reflecting on the most significant Ed Tech developments from 2019 to 2024. These years have been marked by major disruptions, accelerated technological advancements, and ethical dilemmas, fundamentally reshaping how education is designed and delivered.
How did we get here? Trace the biggest moments in educational technology.
2019 – Learning Experience Platforms (LXPs)
As the limitations of traditional Learning Management Systems (LMSs) became evident, Learning Experience Platforms (LXPs) emerged as a growing market as a more learner-centric alternative. LXPs leveraged artificial intelligence, personalized recommendations, and social learning features, prioritizing skills-based, adaptive, and self-directed learning. Platforms like Degreed, EdCast, and LinkedIn Learning signaled a shift toward lifelong learning ecosystems, particularly in corporate and higher education settings.
2020 – COVID-19 and the Shift to Remote Learning
The COVID-19 pandemic was arguably the most disruptive event in the history of modern education, forcing a rapid, global transition to remote learning. Institutions adopted emergency remote teaching strategies using tools such as Zoom, Google Classroom, and Microsoft Teams. While this period exposed the digital divide and issues of accessibility, it also accelerated innovations in online pedagogy, asynchronous learning, and digital assessment practices.
2021 – Digital Inequality
As remote and hybrid learning became more prevalent, so did concerns about digital equity. While some learners thrived in online environments, others faced limited internet access, device shortages, and a lack of digital literacy support. In Ontario, many K-12 student did not have access to adequate personal computers or reliable internet (see the 2021 Ontario Report by the Canadian Digital Learning Research Association). The pandemic amplified structural inequalities in education, sparking urgent discussions around infrastructure investment, universal broadband access, and inclusive instructional design. This year was a turning point in recognizing technology not just as a tool for innovation, but also as a site of systemic inequity.
2022 – Hybrid Learning
As institutions reopened physical spaces, they did not simply revert to pre-pandemic teaching models. This was partially due to many social distancing guidelines were still in effect. Instead, hybrid learning—a blend of in-person and online instruction—became the dominant approach in higher education and professional training. This shift required rethinking curriculum design, assessment models, and faculty development, with an emphasis on flexibility, learner autonomy, and multimodal engagement. The continued integration of AI-driven tools, asynchronous learning, and flipped classrooms ensured that hybrid learning was not just a temporary adaptation, but a long-term paradigm shift.
2023 – Extended Reality and Immersive Learning
Virtual and augmented reality (VR/AR) reached new levels of adoption in education, leading to what some called the rise of Extended Reality (XR) in learning. Institutions experimented with immersive learning environments through platforms like Engage VR, Mozilla Hubs, and Meta’s Horizon Workrooms. While XR technologies showed promise in simulations for medical, engineering, and vocational training, widespread implementation remained challenging due to cost, accessibility, and pedagogical considerations. Despite these challenges, immersive and interactive learning experiences continued to shape the future of digital education.
2024 – The Ethics of AI in Education
By 2024, artificial intelligence had become deeply embedded in educational technology, raising urgent ethical, legal, and pedagogical concerns. AI-driven tools like ChatGPT, Turnitin AI Detection, and Grammarly sparked debates on academic integrity, algorithmic bias, and student data privacy. The increasing use of AI in grading, personalized learning, and curriculum development led to calls for greater transparency, fairness, and regulatory oversight. As institutions and governments grappled with AI governance in education, the conversation shifted from what AI can do in learning to how it should be used responsibly.
What Comes Next?
From LXPs to AI ethics, the period from 2019 to 2024 has been one of extraordinary transformation in educational technology. We have witnessed the rise of personalized learning, the global impact of a pandemic, the deepening of digital divides, the normalization of hybrid education, the exploration of immersive learning, and the pressing need for ethical AI frameworks.
However, these trends are not endpoints, but inflection points. Moving forward, educators, researchers, and policymakers must engage critically with these innovations, ensuring that technology serves as a catalyst for inclusion, equity, and meaningful learning experiences rather than merely a driver of efficiency and automation.
As we look beyond 2024, the question is no longer whether technology will shape education, but rather how we will shape technology to serve educational goals.
What do you think will be the next major trend in EdTech? Share your thoughts in the comments below.
References:
Weller, M. (2020). 25 years of Ed Tech. Athabasca University Press. https://www.aupress.ca/books/120290-25-years-of-ed-tech/