The Edtech Podcast

Rose hosts Daisy Christodoulou, Director of Education at No More Marking in the EdTech Podcast Zoom studio this week, discussing AI regulation, evidence and effectiveness, and student outcomes in AI assessment, and what we think the future of AI-powered education might look like, and why! In late March of this year, Professor Rose Luckin and Daisy Christodoulou spoke at the UK parliament’s Governance of Artificial Intelligence oral evidence session for education, and the discussion that took place was passionate and exciting. A link to the video of the session is below in the Show Notes if you’d like to watch it yourself, but a lot of ground was covered, yet not as much as they wished! The interest in AI and its governance is very intense at the moment. The UK government had published a white paper setting out their proposed approach to the governance of AI and the indication from the paper was that rather than give responsibility for AI governance to a single new AI regulator, it intended to empower existing regulators, and that there were several that existed in the education sector already. Other points raised during the session included the idea of teaching a degree of scepticism in the public’s understanding of AI, meaning that the public should not believe everything that something like ChatGPT, a large language model, returns, for instance, when queried. Concerns about the speed of AI development were raised, there were questions on safeguarding, ethics, transparency, explainability, access to the technology, autonomy, adaptivity and more. In today’s episode, we’d like to revisit those thoughts on AI regulation, evidence and effectiveness, student outcomes in AI assessment, and what we think the future of AI-powered education might look like and why… Talking points and questions include: Quality of evidence for improved student outcomes using AI The value of assessment: how, when, why, and in what form More discussion around the future of education with AI’s inclusion, and what we can do now Material discussed in today’s episode includes: Science and Technology Committee Oral evidence: Governance of artificial intelligenceDaisy Christodoulou BooksMindspark Research ImpactThe Skinny on AI for Education

Rose plays host to Nina Huntemann, Chief Academic Officer of Chegg, and Lord Jim Knight, in the EdTech Podcast Zoom studio this week, attempting to understand how best to cut through the white noise surrounding AI's hype, misinformation, exaggeration and marketing, and determining just how positive for education AI can be if done responsibly. In our previous episodes on AI, Rose has been in conversation with universities from the US and the UK, examining what the role is for emerging technologies in higher education and what capacity exists to implement AI effectively. The podcast also saw a contributions from Karine George in discussing whether or not the release and widespread use of ChatGPT has actually done education a favour. Has its proliferation sparked debate about human cognition and limited understandings of AI, or initiated conversations in schools around digital transformation and strategy? In this episode, we’d like to extend these same thoughts on AI to pedagogic effectiveness in education and academia, and how emerging technologies like AI can be incorporated into plans for companies’ commercial services. Talking points in today's episode includes: Material discussed in today's episode includes: Yes, AI could profoundly disrupt education, but maybe that's not a bad thingChegg's Centre for Digital LearningThe Skinny on AI for Education

Karine and Rose meet this week to discuss Ofsted ratings, how AI can transform teachers' day-to-day tasks, and interview friend and colleague Dr Fiona Aubrey Smith on the recent publication of her book: From EdTech to PedTech: Changing the Way We Think About Digital Technology. Aimed at teachers and leaders looking to create greater impact on teaching and learning through the use of digital technology in schools, From EdTech to PedTech translates research on the effective integration of digital technology in education into relevant, accessible, and practical guidance for teachers and school leaders. This much-needed handbook bridges the gap between knowing ‘what works’ and knowing how to make it work for you and your learners. Ofsted's rating can be transformative and catastrophic. Given Karine's experience as a headteacher, what does she think of its one-word proclamations? Also under discussion is the DfE's call for submission of evidence regarding the opportunities and risks of AI in education, and their recently published report on generative AI, available to view below. Material discussed in this episode includes: From EdTech to PedTech: Changing the Way we Think About Digital Technology Generative AI in Education: Departmental Statement Final Report Empowering Young Children in the Digital Age Machine Learning & Human Intelligence To get the latest insights, trends and developments on AI for Education, subscribe to EVR's new fortnightly publication: The Skinny on AI for Education

The fifth and final episode in the Evidence-Based EdTech miniseries produced by Professor Rose Luckin's EDUCATE Ventures Research, exploring education, research, AI and EdTech, and hosted on The Edtech Podcast The Evidence-Based EdTech miniseries connects, combines, and highlights leading expertise and opinion from the worlds of EdTech, AI, Research, and Education, helping teachers, learners, and technology developers get to grips with ethical learning tools led by the evidence. In our previous episode, Rose was in conversation with representatives from Make (Good) Trouble, Feminist Internet, and Soundwaves Foundation, an organisation pursuing technology to assist with deaf or hearing-impaired students in the classroom. We asked a number of questions that centred around what inclusive technology looks like to each of the guests in the room, given that they had and worked with unique perspectives, and what their thoughts were around user agency and why it was so vital EdTech developers be mindful of this in the creation of their products. Our last question was on what we should demand of technology that it cater to people from diverse backgrounds. Was it data, the context, access, that allowed tech to help those from diverse backgrounds? In this episode, we’d like to extend these same thoughts on DEI and ethics outward, beyond the borders of the UK. We'll be asking: Are international education ecosystems implementing their diversity, equity and inclusion any differently from that of the UK? What could be learned from them that EdTech developers and educationalists can adopt and use in the UK?From an international perspective, is the technology developed in the first world, but exported to the third, sensitive to the context of its use or too prescriptive? And as an additional point, has the third world reshaped its attitudes towards diversity and ethics in technology in line with what it believes the first world will find desirable or employable?There’s rumour of national and international standards for good evidence in EdTech coming out of some countries, with presumably varying emphasis placed on adherence to these standards by different governments and regulatory bodies. What is our guest's opinion on how robust they think regulation needs to be where EdTech evidence is concerned, and how strictly do they think such standards should be enforced when developing and using EdTech? Our guest this week is Jane Mann, Managing Director for Cambridge Partnership for Education. With over two decades of experience in the education sector, as Managing Director of the Cambridge Partnership for Education Jane is now focused on working with ministries of education, government agencies, NGOs, donor agencies and educational organisations to advocate for, design and implement effective programmes of education transformation. The Cambridge Partnership for Education works across the globe in curriculum and assessment design and development, creation of teaching and learning resources, professional development, stakeholder engagement and English language learning and skills. Thank you to Cambridge Partnership for Education for sponsoring this episode, and for supporting the Evidence-Based EdTech series on the EdTech Podcast.

Karine and Rose meet this week to discuss how EdTech entrepreneurs and developers can evidence the impact of their products and services, with special guests Rajeshwari Iyer and Kavitha Ravindran of sAInaptic, the AI-powered EdTech app delivering interactive, instant, and personalised learning experiences for the UK's GCSE sciences. Also in the news are reports of 'learning poverty' as both UK and international publications warn of 'cracks in the foundations' of education: a quarter of a million children are entering secondary education without basic skills in maths and English. Why is this happening, and with regard to maths, what technology exists to help solve the problem? And how do we know whether or not this technology does what it claims? To take part in the EDUCATE Programme, visit https://www.educateventures.com

Hello everyone and welcome to The Edtech Podcast and this final episode in collaboration with EdSurge. This is the last episode in a three-part series to explore the nuances of adult lifelong learners and what sparks their return to University. A shout out to WorkTripp and Lumina Foundation for supporting this episode, EdSurge for the amazing journalism, and great to have the learner voice front and centre in this mini-series. As always, do let us know what you think. Here we go….

Welcome to the fourth episode in a series produced by Professor Rose Luckin’s EDUCATE Ventures Research, exploring ‘Evidence-Based EdTech’, and hosted on The Edtech Podcast. For this episode we will examine topics such how we use existing technology to assist with DEI and ethics, and what we know of technology that does not include this perspective. We ask why that might be, and we look at the art of data capture, and data irresponsibility: what are we capturing that we shouldn’t, who is being affected by our biases, and if this is a step in the development of technological interventions that organisations can afford to skip. How do we mitigate systemic bias and scaled harm? What are examples of inclusive technology that accommodate the learning styles, online behaviours, device access, and dis/abilities of learners? Can we place more pressure on leadership in schools and institutions to incorporate inclusive technologies? What do we know of user agency, and how does that affect the design and transparency of an EdTech solution?

Karine and Rose meet this week to discuss Internet Safety with Edurio's Ernest Jenavs, and Natterhub's Caroline Allams. The group will explore Edurio's Autumn 2022 report on Pupil Safeguarding, the reaction to Ofsted Chief Inspector Amanda Spielman's 'surprise' over mobile phone use in-class, and discuss good technology role-modelling for young people.

Bett is a gigantic trade show, with over 30,000 people coming to East London’s ExCel Centre every year, and 600 resource and solution providers exhibiting in its massive halls. Amongst the new products, innovations, conversations and meetings, however, is the public, with that overriding question: what can I find here? This week, we invite a teacher, educational technology researcher, and founder and CEO, to answer why they return to the show year after year, and what questions they ask of the technology on display, and the predictions made in the heart of the Bett arenas.

The next Bett is being billed as the best Bett ever. It’s always an important date on the education calendar, but what will make this one different? Hear what Bett is doing differently, why it’s important, and what they'll be doing to measure whether or not it works. Here’s a hint: it’s all about the data.

We examine AI and EdTech penetration in universities and what form that takes, what capacity exists to implement these changes effectively; we'll look at 21st Century HE learner needs, such as personalisation, recommendations, intelligent support, profiling and prompts; try to determine how to provide added value to university experience given the costs involved, and what the future of tech-enhanced HE could look like to help produce the best graduates possible.

Welcome to this episode in our series produced by Professor Rose Luckin's EDUCATE Ventures Research, and hosted on The Edtech Podcast In this episode, Karine and Rose meet this week to discuss the Online Safety Bill, school absences, and ChatGPT, the latter of which has produced huge public debate, from teacher anxieties to developer felicitations, questions from parents, and columnist think pieces all around the presence of AI in the classroom. With all of these concerns, however, is it possible that ChatGPT has done education a favour? OpenAI's ChatGPT is the third and latest version of their text-generating AI technology, and it's been trained on over 45 terabytes of data. If that seems like a lot, it is: the entirety of English-language Wikipedia accounts for just 1% of that volume in comparison. The talk of Twitter and intrigued educationalists in schools around the anglosphere, much of the discussion has been around its use as a replacement for human cognition: will students use it to cheat in essays and assessments? Does its information retrieval dumb-down student opportunities for learning when material is simply parroted, rather than interrogated and the learning then applied in novel contexts? In this week's episode, Karine and Rose discuss practical uses for this incredibly powerful tool, and explain why human and machine intelligence can work together successfully to improve teaching and learning, and our understanding of AI. Material discussed in this episode includes: herehere

Welcome to this episode in our series produced by Professor Rose Luckin's EDUCATE Ventures Research, exploring 'Evidence-Based EdTech', and hosted on The Edtech Podcast This mini-series connects, combines, and highlights leading expertise and opinion from the worlds of EdTech, AI, Research, and Education, helping teachers, learners, and technology developers get to grips with ethical learning tools that are led by the evidence. For this episode, Rose and Karine play host to Lord Jim Knight in the EdTech Podcast Zoom studio this week, and try to understand the arguments surrounding the establishment of Oak National Academy as an 'Arm's Length Body'. They dig into whether Oak Academy - an organisation providing an online classroom and resource hub and set up in the UK during the pandemic - has shifted substantially from a well-intentioned response to Covid to something more challenging for the Edtech sector and potentially those it serves. And finally, shout out to Rose, Karine and Jim for also digging into the world of ChatGPT and how we should start thinking of that within our classrooms and for our young people. Thank you to Learnosity for sponsoring this episode, and for supporting the Evidence-Based EdTech series on the EdTech Podcast.

Hello everyone and welcome back to The Edtech Podcast, where we aim to improve the dialogue between “ed” and “tech” for better innovation and impact. In this series, sponsored by WorkTripp, we are looking at all things Future of Work, and how that intersects with learning, leadership, humans, and technology. In this episode, I'm chatting with author and founder Garry Pratt. We explore: Show Notes and References You can find links to any references from the episode in our show notes: https://theedtechpodcast.com/edtechpodcast. Tell us your story We'd love to hear your thoughts. Record a quick free voicemail via speakpipe for inclusion in the next episode. Or you can post your thoughts or follow-on links via twitter @podcastedtech or via The Edtech Podcast LinkedIn page or Instagram.

Hello everyone and welcome to The Edtech Podcast and this episode in collaboration with EdSurge. This is the second episode in a three-part series to explore the nuances of adult lifelong learners and what sparks their return to University. A shout out to WorkTripp and Lumina Foundation for supporting this episode, EdSurge for the amazing journalism, and great to have the learner voice front and centre in this mini-series. As always, do let us know what you think.

Welcome to the second episode in a series produced by Professor Rose Luckin's EDUCATE Ventures Research, exploring 'Evidence-Based EdTech', and hosted on The Edtech Podcast This mini-series connects, combines, and highlights leading expertise and opinion from the worlds of EdTech, AI, Research, and Education, helping teachers, learners, and technology developers get to grips with ethical learning tools that are led by the evidence. For this episode, we examine the state of technology in work, training, and mentorship, and ask what role evidence plays when we are dealing with environments where (usually) productivity is the thing that’s measured. Is productivity for the sake of it good? How do we know the technology that the current and future workforce encounters, benefits them? As many roles demand a more complex skill set, and fluency in technology, is there a risk we’re leaving people behind? What do employability, recruitment, and skills look like in the age of the portfolio career? We'll be asking: Are the skills, the ways of working, ways of thinking, ways of measuring success, that schools teach young people, appropriate for today’s world of work?How we balance human intelligence in the workplace with, broadly, ‘machine intelligence’; that is how we work with and support the human learner or worker, with the tech that many workplaces ask us to useWhat do we mean by ‘deep skills/reskilling/upskilling’, and this idea that people aren’t just sticking to one role, one organisation or type of work for 20, 30, 50 years?And most importantly, what evidence is there to help us understand what young people need and what can be done to effectively prepare young people for their ever-changing futures? Thank you to Learnosity for sponsoring this episode, and for supporting the Evidence-Based EdTech series on the EdTech Podcast.

Welcome to this Christmas/Seasonal bonus episode examining evidence-based EdTech in toys for children and young people. Featuring two hosts from the EDUCATE Ventures Research team, founder Rose Luckin and former headteacher and Chief Education Advisor Karine George, this seasonal special looks at a number of EdTech must-have toys and the questions that should be asked of them by any parent and carer looking to spend their money wisely. Toys are tools of play, and the educational toy market is booming. Below you can find our list of questions to ask of the technology. Head to our website for details of the toys/models in question to help you hunt down the best deals across the holiday season and whenever you are thinking about EdTech across the rest of the year. The Questions User Agency – one of the potential advantages technology brings is the potential for a child to gain some agency – to be in charge. What does this tech do to enable agency? Versatility – is the toy versatile to meet specific needs? For example, if the child has problems with fine motor skills then small controllers or keyboards may not be the best option? If they are visually impaired, they may need text to speech or a connected refreshable braille display. Ensure the games are age appropriateValue for Money – will you need to buy additional accessories? Are there subscription costs? How durable is the toy?Evidence – what evidence exists to say this toy works or has value, and are you convinced by it? Long-Term Engagement – will this toy or device live past a honeymoon period?Safety/Ethics – does this toy connect to the internet? If it can then two issues need to be addressed: what can the child access through this device, and what information about the child is being tracked or recorded and how is this being used? Tell us where you are listening in from We’d love to hear your thoughts. Record a quick free voicemail via speakpipe for inclusion in the next episode. Or you can post your thoughts or follow-on links via Twitter @podcastedtech or via The Edtech Podcast LinkedIn page or Instagram.

Welcome to this first episode in a series produced by Professor Rose Luckin's EDUCATE Ventures Research, exploring 'Evidence-Based EdTech', and hosted on The Edtech Podcast. This mini-series connects, combines, and highlights leading expertise and opinion from the worlds of EdTech, AI, Research, and Education, helping teachers, learners, and technology developers get to grips with ethical learning tools that are led by the evidence. For this episode we examine the presence of EdTech in schools, looking at how we judge whether the tech ‘works’ or not. We explore what makes for good evidence, why contextual use is significant, and how school CPD, infrastructure development, and staff capacity building are vital to making the most of the tools at our disposal. We are chatting to: Tom Hooper –Founder and CEO,Third Space Learning Neelam Parmar – Director of Digital Transformation and Education, AISL Harrow Schools Richard Culatta – Author, CEO, ISTE Katie Novak – Strategist, Writer, Smart Technologies Host: Rose Luckin – Professor of Learner Centred Design, UCL, Founder, EDUCATE Ventures Research Can our schools operate as testbeds for emerging technology, and is this an ethical or beneficial use of class time? Why is an evidence-led investment and regulatory ecosystem so important? What is a ‘research mindset’ for aspiring technology developers, and do users even care about the evidence? We'll be asking: How do we know EdTech works? What are the biggest barriers to generating good evidence and getting it into the hands of the people in companies responsible for technology development,andinto the hands of those using that technology? Thank you to SMART Technologies for sponsoring this episode, and for supporting the Evidence-Based EdTech series on the EdTech Podcast

Hello everyone and welcome back to The Edtech Podcast, where we aim to improve the dialogue between “ed” and “tech” for better innovation and impact. In this NEW series, sponsored by WorkTripp, we are looking at all things Future of Work, and how that intersects with learning, leadership, humans, and technology. In this episode, I'm chatting with the authors of WorkStyle, and the founders of Hoxby, Lizzie Penny and Alex Hirst. We explore: Show Notes and References You can find links to any references from the episode in our show notes: https://theedtechpodcast.com/edtechpodcast. Tell us your story We'd love to hear your thoughts. Record a quick free voicemail via speakpipe for inclusion in the next episode. Or you can post your thoughts or follow-on links via twitter @podcastedtech or via The Edtech Podcast LinkedIn page or Instagram.

What's in this episode? Hello beautiful listeners! In this episode, we chat to: A business on a mission to provide better opportunities to apprentices through technology and coaching, with Chichi Eruchalu, Head of Leadership Development, Multiverse A business that maps talented gamer skills traits to learner and employment pathways with David Barrie, Founder, Game Academy An online community working connecting 11 million unpaid carers to peer-to-peer learning with James Townsend, Founder, Mobilise This episode is part of our VocTech Podcast series produced in collaboration with Ufi VocTech Trust, as part of the annual #WeekOfVocTech. Check out the full episode show notes and references here: https://theedtechpodcast.com/edtechpodcast. Tell us your story Record a quick free voicemail via speakpipe for inclusion in the next episode. Or you can post your thoughts or follow-on links via Twitter @podcastedtech or via The Edtech Podcast Facebook page or Instagram. We'd love to hear your thoughts.