Member

Previously, the Digital Futures for Children centre at the LSE, which I chair, found little evidence that personalised learning edtech improves attainment; this week, it has published a new report revealing appalling data practices and, in one product marketed as an educational tool being used in our schools, it found harmful material and design features that foster unhealthy emotional dependency. If edtech is to be central to a child’s education, it must deliver learning outcomes, not be an extension of the extractive business models that have caused so much harm to children in other domains.