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Estonia’s ‘AI Leap’ initiative is being praised as a world-leading attempt to integrate AI into schools.  Emanuele Bardone (University of Tartu) talks about how the Estonian government has been able to take this approach … and why their efforts might not be easy to replicate in other countries.  Recommended reading >>> Bardone, E. &  Forsler, I. (2026). The Estonian AI leap: navigating uncertainty through the production of education futures, Learning, Media and Technology, DOI: 10.1080/17439884.2026.2720813

Audrey Watters is a legendary critical voice in the world of education and technology. We rewind back to 2020 when Audrey caught up with Neil Selwyn to discuss the release of her (now much-praised) book with MIT Press – ‘Teaching Machines: The History of Personalised Learning’. Recommended reading >>> Audrey Watters (2021).  Teaching Machines: The History of Personalised Learning. MIT Press

Learning analytics dashboards and metrics are an increasing presence in higher education.  We talk to Hannes Hautz (University of Innsbruck) about his research on students’ mixed reactions to learning analytics, and how we can ensure more equitable and reflective use of student data.  Recommended reading >>> Hautz, H. & Lipp, S. (2026). Algorithmic governmentality and student subjectivities: a critical examination of learning analytics in higher education. Learning, Media and Technology, 1-17.

Schools now make extensive use of social media for communication and self-promotion.    We talk to Tiffani Apps (University of Wollongong) about the data justice implications of school social media feeds, and how rights-based approaches can help schools engage with platforms in less harmful ways.   Recommended reading >>> Apps, T., Beckman, K., Pawlicka, N. & Kidson, P. (2025). The nature of connection: parents’ experiences with school social media. Learning, Media and Technology, 1-16.

GenAI is changing the way that schools and universities think about student assessment.  We talk to Thomas Corbin (Deakin University) about the future of the written essay in the era of AI, and how we need to rediscover the original spirit of essays as exploratory engagements with thinking.  Recommended reading >>> Corbin, T., Walton, J., Bannister, P. & Deranty, J. (2026). On the essay in a time of GenAI. Educational Philosophy and Theory, 58(3):198-210

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

Professor Arathi Sriprakash (University of Oxford) wants us to reimagine edtech along radically different lines.    What might digital education look like if it was based around principles of reparation, sovereignty, care and democratisation?  Accompanying reference >>>  Sriprakash, A., Williamson, B., Facer, K., Pykett, J. & Valladares Celis, C. (2025) Sociodigital futures of education: reparations, sovereignty, care, and democratisation, Oxford Review of Education, 51:4, 561-578

Philosopher Gene Flenady (Monash University) has strong reservations about the current push for GenAI into university teaching and learning.  If we accept that ChatGPT is an ‘irresponsible bullshitter’ then why is it being welcomed into universities … and what can we do about it?  Accompanying reference >>>  Flenady, G. & Sparrow, R. (2025). Cut the b******t: why GenAI systems are neither collaborators nor tutors. Teaching in Higher Education, 1-10.