Discussions on critical perspectives to AI and EdTech, Digital futures and inequalities: critical perspectives on AI, information, decoloniality, sustainability, a joint event between the UCL Knowledge Lab Seminar Series and ReMAP Centre at UCL in collaboration with the CSET (Critical Studies in Education Technology) 2025 Global Seminar call which featured meetings and seminars in more than 50 locations around the world: https://criticaledtech.com/2024/07/26/cset-2025-critical-studies-of-education-and-technology-an-invitation-to-connect/

19

3/2/2025

Discussions on critical perspectives to AI and EdTech, Digital futures and inequalities: critical perspectives on AI, information, decoloniality, sustainability, a joint event between the UCL Knowledge Lab Seminar Series and ReMAP Centre at UCL in collaboration with the CSET (Critical Studies in Education Technology) 2025 Global Seminar call which featured meetings and seminars in more than 50 locations around the world: https://criticaledtech.com/2024/07/26/cset-2025-critical-studies-of-education-and-technology-an-invitation-to-connect/

17

3/2/2025

Proponents of the use of Education Technology (EdTech) typically promise that it will make learning and teaching in schools more efficient, effective and fairer. However, the realities are far more complex. Focusing on forms of EdTech that are designed to automate and personalise aspects of learning and teaching, this talk will discuss some of the ways that EdTech can be inadequate, based on ethnographic research of three schools in England. Although the implications of EdTech are never straightforward, the findings from this study clearly suggest that the education community should be demanding and reimagining “better” EdTech, that fits with broader educational purposes and designed with an explicit focus on questions of equity; and that teacher knowledge should be privileged as part of this process.

81

11/15/2024