Updated with correct link. I'm sure that the series this article introduces will be valuable, but my purpose here is to be a bit pedantic, but in so doing, allow me to illustrate the difference between my perspective and Michael Feldsteins. The pedantic point is that you can draw inferences about what ought to be done on the basis of quirks of language. Yes, 'Ed' comes before 'Tech'. But there isn't some 'Tech Ed' which is about the use of technology first in education. Rather, 'Tech Ed' means something completely different. So it means nothing that 'Ed' comes before 'Tech'.
But it's significant in the sense that the article points out that the university "modeled what universities need to do before they select courseware, from designing a business/sustainability model that enables them to provide appropriate cost of an education to thinking about educational goals to figuring out where courseware does and doesn't fit into that overall model." They did the 'Ed', then they did the 'Tech'. But I see it very differently. I look at 'Tech' and imagine what 'Ed' could be. I don't start with the presumptions of a university. And not surprisingly, where I end up looks very little like one.
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