How can students and teachers be supported to get the most out of living with digital tech?

Prof. Louise Mifsud (Oslo Met) is leading a new project supporting students’ critical digital literacy.

We talk about the need to foster students’ ‘digital empowerment’, and the challenge of carrying out digital literacy projects in school systems facing growing calls to get screens out of classrooms.

Accompanying reference >>> Oslo Met ‘Empowered’ project

The environmental harms associated with our tech use are becoming increasingly apparent ... so how should the ed-tech community be responding?

Colm O’Neill (South East Technological University) talks about the need to rethink ed-tech in light of its environmental costs, and introduces the intriguing alternative of ‘perma-computing’.

Accompanying reference >>> O’Neill, C. (2026). EdTech as climate criminal: Considering the excesses of the ITC sector, and Higher Education’s complicity. Irish Journal of Technology Enhanced Learning.

Education and technology in the US is currently mired in the volatile politics of the second Trump administration.

Dr. Morgan Anderson (University of Northern Iowa) reflects on the state of EdTech in the US in 2026, and highlights emerging issues that need our urgent attention.

Accompanying reference >>> Anderson, M. (2022). Public education in the digital age: neoliberalism, EdTech, and the future of our schools. Routledge

The COVID-19 pandemic was a significant turning-point in the history of ed-tech.

Mark West (UNESCO) argues that we should look back on COVID remote schooling as an ‘Ed-Tech tragedy’, and use our pandemic experiences to develop radically different visions of digital education.

Accompanying reference >>> West, M. (2025). An Ed-Tech tragedy? Educational technologies and school closures in the time of COVID-19. Routledge

There is growing talk about ‘AI ethics’ in education.

We talk to Michał Wieczorek (University College Dublin) about how to think about tech ethics in a philosophically-grounded manner, and how much of the current push for AI in education is ethically questionable.

Accompanying reference >>> Wieczorek, M., Hosseini, M., & Gordijn, B. (2025). Unpacking the ethics of using AI in primary and secondary education: a systematic literature review. AI and Ethics, 1-19.

Carlo Perrotta (University of Oxford) was researching GenAI in education long before it hit the headlines.

We talk about the latest hype around ‘Agentic AI’ and whether this is genuinely a game-changer or simply a desperate attempt to sustain the GenAI hype bubble.

Accompanying reference >>> Perrotta, C. (2024). Plug-and-play education: Knowledge and learning in the age of platforms and artificial intelligence. Routledge.

Efforts are growing in many countries to get devices out of classrooms and push for a general ‘de-digitisation’ of education.

Ingrid Forsler (Södertörn University) talks about recent developments in Sweden and how we can make sense of this growing turn against digital education.

Accompanying reference >>> Forlser, I. et al. (2025). Hijacking the digital backlash in education. Postdigital Science & Education, https://doi.org/10.1007/s42438-025-00601-9

We talk with legal expert Liane Colonna (Stockholm University) about the EU ‘AI Act’ and what it means for the use of AI in education.

To what extent can we rely on regulation to enforce safer and more beneficial forms of AI use in education?

Accompanying reference >>> Colonna, L. (2025). Artificial Intelligence in Education (AIED): Towards More Effective Regulation. European Journal of Risk Regulation, doi:10.1017/err.2025.10039