Here at FastFig we think it’s essential to keep up with the everchanging world of edtech and reassess our value within the complex global system. We are doing our best to keep up with edtech news and align our product with the needs of math educators around the world.
In order to do that, we are taking a step back and analyzing the relevance of FastFig in a global context. We’re asking: if the meaning of education varies so vastly throughout the world, is it possible to build a universally viable edtech tool?
Let’s forget about computers, ipads, and smartphones, and go back to educational technology in the stone ages. The most simple stone tools responded to basic human necessities.
Need to eat? Learn to hunt: stone axe, bone harpoons, wooden spears, etc.
Need to carry objects? plant woven baskets, and clay pots came along
Need to record information? Carving tools are created
The basic idea that learning tools respond to needs is unchanging.
Fast forward to 2014. Within the sphere of education it seems that human needs are changing with incredible speed. When we focus on needs in math education (like we tend to do at FastFig) these needs get even more complex. In some countries, access to graphing calculators is a top priority. In other places, a pencil and paper is considered the most necessary tool for learning math. Here’s our assessment of universal needs within math education:
-People need to understand math using numbers and symbols
-People need to communicate math using a computer
We continue to work on sharing FastFig globally because it bridges these two universal needs. We’re currently working with students in 120+ countries and continue to expand our reach.
Read more about our global initiatives in our recent press release here.
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