On October 17th, 2017, ENOVA received EdTech Mexico community members in the second Meet Up of TecLabs, an educational innovation laboratory of the Tec de Monterrey (ITESM), to share experiences and do networking.
When we talk about technological education, we do not only talk about learning how to use a computer. It is a world with multiple edges, from computational thinking to practical applications of technological programs and educational tools.
Entrepreneurs, experts, companies, academics and developers focused on this sector, make up the EdTech community. On 17 October, about 150 members of this group met at ENOVA, in the second Meet Up organized by ITESM to talk about what different EdTech organizations do.
Aprende 2.0 was introduced. It is a platform created by the Ministry of Public Education. It contains digital resources for basic and upper secondary education. Its objective is to develop technological skills among teachers, and how to transmit this knowledge to students.
Google for Education was also present at this event. This tool contains online educational programs for students and teachers to access educational, management and productivity tools from anywhere in the world. Its purpose is to empower the people involved to develop digital skills hand in hand with their traditional education.
Entrepreneurs were also introduced to MassChallenge, an international accelerator that promotes projects that change the world through mentoring and cash prizes programs.
SVX.MX clarified doubts entrepreneurs could have regarding access to investment, as it delivers advice and training to entrepreneurial ecosystems that impact on social and environmental issues.
They all spoke about the challenges facing the EdTech community in Mexico:• There is not enough investment as 90% of total EdTech investments are destined to the United States and China.
• Entrepreneurs are not attentive enough to changes in their market to adapt their offer.
• There is still resistance to the use of technology in the classroom.
• Entrepreneurs prefer not to work with public agencies as they usually take too long to balance their services and thus it is difficult to get cash.
• The curricular autonomy of the new educational program is not used to include technological education.