Edtech disruption logic and policy work: the case of an Israeli edtech unit

Hemy Ramiel

Research output: Contribution to journalArticlepeer-review

12 Scopus citations


This article analyzes the intersection between neo-liberal educational reforms and educational technology in the Israeli education system, through a study of the policy work of an edtech research and development unit in Israel named MindCET, which operates a startup accelerator and other activities and programs. Based on ethnographic research from the first two years of MindCET’s operation (2013–2014) alongside analysis of interviews and publications, I explore the edtech sector discourse and practices expressed by MindCET and the ways in which it attempts to promote educational reforms based on technologies, methods, and reasoning from the techno-business world. The article traces the disruption logic of MindCET–which evolved from disruptive innovation business theory–and how this logic is manifested in MindCET’s activities and educational policy work. I claim that MindCET’s policy work is implemented not by promoting in-system change, but rather through its disruption mode: a set of activities that distribute connections, ideas, possibilities, and experiences that are intended to create conditions and mindsets for willingness for disruptive change in education.

Original languageEnglish
Pages (from-to)20-32
Number of pages13
JournalLearning, Media and Technology
Issue number1
StatePublished - 1 Jan 2021


  • Edtech
  • R&D
  • disruptive innovation
  • education policy
  • intermediary organization
  • neo-liberalism

ASJC Scopus subject areas

  • Education
  • Media Technology


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