The EdTech Equity Project

Turning back the page on digital literacy: the role of traditional literacy in shaping digital practices The precise definition of digital literacy has long been contested. Although early definitions recognised the importance of traditional literacy (the ability to read and write) for engaging in digi...

What does “traditional” literacy (the ability to read and write) have to do with digital literacy? A lot…! ✏️📚 Read our full article here:
www.tandfonline.com/doi/full/10....

@erpioe.bsky.social @education.ox.ac.uk @oii.ox.ac.uk

📢 New workshop alert! Calling all secondary #teachers and #edtech company representatives in the Cardiff area. Join us for some lively discussions about #equity. @cardiffmet.bsky.social
edtech.oii.ox.ac.uk/workshops/wo...

📢 New workshop alert! Are you a secondary school #teacher or #EdTech representative in the Cardiff area? Join us for interactive discussions about #equity and technology in #teaching and #learning on 5th March! You can find out more and register here: edtech.oii.ox.ac.uk/workshops/wo...

A brilliant day @edfuturesinstitute.bsky.social for our third workshop exploring equitable EdTech for the future. Huge thanks to the Centre for Research in Digital Education @morayhouse.bsky.social for hosting and to all who came - really inspiring discussions leaving us with a lot to think about!

Great to reconnect with colleagues and share our research at the ESRC Education Research Programme conference yesterday. Inspiring to see so much work bringing research into conversation with policy and practice ✨📚 www.ucl.ac.uk/education-re...

@erpioe.bsky.social @education.ox.ac.uk

📢 New workshop alert! Calling all secondary #teachers and #edtech company representatives in the Edinburgh area. Join for interactive discussions about #equity, in partnership with @morayhouse.bsky.social and @edfuturesinstitute.bsky.social. See you there!

edtech.oii.ox.ac.uk/workshops/wo...

📣 SEMINAR: Critical Ed Tech Studies and the University

📅 16 January 2026
⌚ 11am - 1pm
📍 Dept of Education

This event is co-hosted by the Critical Digital Education Research Group at the Department and the Society for Research into Higher Education (SRHE).

Register now 👉 bit.ly/4oYya5V

📢 New workshop alert! Calling all secondary #teachers and #edtech company representatives in the Edinburgh area. Join for interactive discussions about #equity, in partnership with @morayhouse.bsky.social and @edfuturesinstitute.bsky.social. See you there!

edtech.oii.ox.ac.uk/workshops/wo...

Exploring EdTech in Welsh classrooms: Teachers’ perspectives We interviewed ten teachers from different counties across Wales to discuss the project’s findings and to explore how these aligned with or diverged from experiences within the Welsh context.

Kicking off the new year with a blog about our recent conversations with teachers in Wales: edtech.oii.ox.ac.uk/exploring-ed.... While many findings from our ethnographic work in England resonated, important issues distinctive to the Welsh context emerged... @erpioe.bsky.social @education.ox.ac.uk

Equity in EdTech: Exploring industry perspectives During our interviews with EdTech founders and developers, we were particularly interested in learning about how they understand and approach equity.

Our third and final blog post on our work with EdTech companies is here! Click to find out what we learnt about how EdTech founders and developers understand and approach equity: edtech.oii.ox.ac.uk/equity-in-ed...

EdTech in the UK: Mapping the landscape The EdTech landscape is complex, with products developed by a range of actors from Big Tech such as Google and Microsoft to EdTech startups.

Check out our latest blog series on our work with EdTech developers! First, we map the UK EdTech landscape: edtech.oii.ox.ac.uk/edtech-in-th... before outlining what we learnt about design: edtech.oii.ox.ac.uk/designing-ed... Next instalment next week!💡 @education.ox.ac.uk @erpioe.bsky.social

What values should be driving the EdTech of the future?

New podcast episode - listen to my conversation with @arathings.bsky.social about what digital education might look like if reimagined around principles of reparation, sovereignty, care and democratisation

www.buzzsprout.com/1301377/epis...

Knowledge Exchange in Education Briefing Note #4 In-depth ethnography in education This briefing note argues that sustained, in-depth ethnographic research is essential for advancing effective knowledge exchange between education stakeholders.

📣 New! Read our briefing note on the value of in-depth ethnography in education. www.ucl.ac.uk/education-re... @education.ox.ac.uk @oii.ox.ac.uk @erpioe.bsky.social

'AI is not just something to react to, but something that people should actively shape in relation to the kinds of education & indeed society, we want.'

@oii.ox.ac.uk's Prof Eynon⬇️
https://www.ox.ac.uk/news/2025-11-17-expert-comment-digital-literacy-curriculum-opportunity-more-proactive-response-ai

Troubling translation: Sociotechnical research in AI policy and governance The common call for researchers to simply “translate” sociotechnical insights into policy overlooks the complex dynamics of policymaking. Using two case studies, the article shows how meaningful relat...

"Bridging... the gap between research and AI regulation, policy, and governance....requires more than simplified communication, but depends on building relationships and navigating the uneven terrain where academics, policymakers, and practitioners meet." policyreview.info/articles/ana...

New paper: Computational social science and critical studies of education and technology: an improbable combination? www.tandfonline.com/doi/full/10.... Rebecca Eynon and Nabeel Gillani

COMMENT: Digital literacy on the curriculum is an opportunity for a more proactive response to AI in schools.

Professor Rebecca Eynon has written a comment piece discussing the recommendations set out in the recent curriculum and assessment review 💡

Read the piece here 👉 shorturl.at/X2GuQ

Knowledge Exchange in Education Briefing Note #4 In-depth ethnography in education This briefing note argues that sustained, in-depth ethnographic research is essential for advancing effective knowledge exchange between education stakeholders.

New! Our briefing note on the importance of in-depth ethnography in education @erpioe.bsky.social #edtech #evidence #ethnography #education #policy www.ucl.ac.uk/education-re...

New! Expert comment: Digital literacy on the curriculum is an opportunity for a more proactive response to AI in schools, Professor Rebecca Eynon, @oii.ox.ac.uk, @education.ox.ac.uk. Read her comment piece: www.oii.ox.ac.uk/news-events/...

Last chance to register for our Manchester workshop on Wednesday 26th November for secondary school #teachers & #EdTech companies! £50 Amazon voucher for all attendees. Please share widely and hope to see you there! #EdTechEquity #UKEdu #UKedchat edtech.oii.ox.ac.uk/workshops/wo...

It was great to be at @bdfi.bsky.social last night to speak with #teachers about #EdTech use and design - huge thanks to all workshop participants and to @lyndsayg.bsky.social for hosting the event! 🤖💡🎓

Last call! 📣 All teachers in the Bristol area are welcome at our interactive workshop on 6th November. Participants receive a £50 Amazon voucher!
@soebristol.bsky.social

@bdfi.bsky.social

More info here: edtech.oii.ox.ac.uk/workshops/wo... #Teachers #EdTech #Bristol

2/2 It is important, nevertheless, to remain alert to a very real danger that new knowledge and technique will define the nature of what is taught and how it is taught, rather than contribute to the realization of educational goals that are set on other grounds and in other terms." (Chomsky, 1968)

1/2 Chomsky's words from over 50 years ago remain pertinent: "There are strong pressures to make use of new educational technology and to design curriculum and teaching methods in the light of the latest scientific advances...

Parents Fell in Love With Alpha School’s Promise. Then They Wanted Out In Brownsville, Texas, some families found a buzzy new school’s methods—surveillance of kids, software in lieu of teachers—to be an education in and of itself.

Wired has just published an in-depth piece on Alpha Schools ... giving us a deep-dive on the realities of AI-driven schools sold on the promise of students plugged into personalised learning systems and doing ('crushing') a full day's schoolwork in only 2 hours: www.wired.com/story/ai-tea...

What's at stake? Young people's take on AI and education This zine represents the messages young people wanted to share with decision-makers and educators, to help you make responsible AI a reality in education.

'What's At Stake? Young People's Take on AI and Education' - brilliant looking zine produced by young people in the UK telling education leaders & teachers what they want 'responsible AI' to look like in their classrooms.

ai-and-education.shorthandstories.com/zine/index.h...

Women are 19% less likely to use the internet and 8% less likely to own a mobile phone than men.

That’s 320 million fewer women online and 190 million fewer with phones globally 🌍

Smartphones in schools: Practice, policy and international perspectives Smartphone use among children has raised concerns about its potential effects on their focus and wellbeing. In response, some countries have implemented bans on smartphones in schools, prompting discu...

lordslibrary.parliament.uk/smartphones-...

The Progress of EdTech Depends on Our Tolerance for Error Tolerate tiny mistakes where they’re safe; architect systems so they never scale

profbeckyallen.substack.com/p/the-progre...

Platform bureaucratization as pedagogy in highly platformized classrooms This article examines the rise of platform bureaucratization in highly digitalized classrooms. Drawing on an ethnographic study in a Swedish lower secondary school, we examine how teachers and stud...

"...these platform-driven bureaucratic processes, although seemingly mundane, reconfigure teacher-student interactions, redistribute pedagogical authority, and introduce complex layers of administrative work into everyday schooling." #EdTech #schooling #platforms doi.org/10.1080/1743...