Research on generative AI use among youth pinpoints design features that pose age-specific risks, which must be addressed before we adopt genAI into our schools and homes.
Articles on Education technology
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For universities, investing in flexible systems is a matter of survival.
Chatbots can facilitate ‘cognitive offloading,’ or taking shortcuts when learning. But emerging research on AI and cognitive science shows that learning is like a workout.
Technology has huge benefits in education, but kids need to learn how to use it properly.
Big EdTech is increasingly filling a gap left by university underfunding. But tertiary stakeholders must question whether such “solutions” really contribute to a university education.
Measuring student engagement through online platforms may sound like a good idea. But we need a much clearer understanding of what we are actually measuring here.
Schools are blocking access to ChatGPT on their computers to try to prevent students from cheating. Two experts on academic cheating offer a very different strategy.
A UK controversy about school leavers’ marks shows algorithms can get things wrong. To ensure algorithms are as fair as possible, how they work and the trade-offs involved must be made clear.
Enrollment in online courses surged during the pandemic. An expert on online learning behaviors shares what to do before, during and after taking a course in order to reap the most benefits.
US schools now collect detailed data on their students. But teachers and parents need to think carefully about how that data is used – and what it shows, or doesn’t show, about a student.
You may not “like” it, but Facebook has an important role to play in education.
Textbooks were once a major piece of educational infrastructure. But as digital content expands, a new kind of ‘textbook’ is improving the quality of K-12 instruction.
Do we really need to focus on things like spelling or memorising dates if technology can do that for us? Perhaps education should focus on other things instead.
When children work on their school assignments, unknown to them, the software they use is busy collecting data. These data are then used for individualized marketing of junk foods and other products.
Introducing game-like elements into classrooms can boost student motivation and learning.
A new study shows how concerned parents of young children are about e-books.
Schools are collecting more and more data on children. They must make sure they comply with the law.
To prepare teachers for the 21st century, we need to reform the way we assess children.
Slideshows, when designed right, can be a useful part of online instruction. But they shouldn’t be the main, or the only, method of instruction.
A new report from the OECD says pupils in countries that invest a lot in technology in the classroom, don’t perform better in tests.
Top contributors
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Professor & Director, Hub for Apple Platform Innovation (HAPI), School of Computing Technologies, RMIT University
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Professor of Reading and Children’s Development, The Open University
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Dean of College of Education and Human Development, University of Missouri-Columbia
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Associate Professor in Education & Technology, University of KwaZulu-Natal
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Doctoral Trainee in Digital Civics, Newcastle University
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Research Professor, University of Colorado Boulder
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Honorary Associate Professor, Forest Measurement and Management, Fenner School of Environment and Society, Australian National University
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Lecturer, School of Education, Communication and Language Sciences, Newcastle University
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Director, First Year Learning Initiative at University College and Professor of Psychological Sciences, Northern Arizona University
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Research Associate in Education Policy, University of Colorado Boulder
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R. W. Benjamin Professor of International & Comparative Education, University of Maryland
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Director of Outreach and Engagement in the Office of Diversity, Inclusion and Community Engagement, The Ohio State University
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Research Fellow at the ARC Centre of Excellence for the Digital Child, Deakin University
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Researcher, University of Sydney
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Professor of Educational Psychology and Quantitative Research, Evaluation, and Measurement, The Ohio State University