Drawing on Massey’s (2005) conceptualisation of space as the product of intersecting ‘trajectories’, this article explores how technologies for homework (re)configure home-school relationships. Bas...

Drawing on three ethnographic studies of secondary schools in England, this article makes a case for “socio-technical audits”—a method combining technological walkthroughs with observations, workshop...

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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...

We are committed to asking new questions about how research, policy and practice can come together to empower educators and create meaningful change.

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.

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

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

This briefing note argues that sustained, in-depth ethnographic research is essential for advancing effective knowledge exchange between education stakeholders.

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...

This briefing note argues that sustained, in-depth ethnographic research is essential for advancing effective knowledge exchange between education stakeholders.

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.

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.

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...

Tolerate tiny mistakes where they’re safe; architect systems so they never scale

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...

This study investigates the growing influence of school management systems in U.K. schools, focusing on how these tools discursively conceptualise core aspects of classroom education. Through a dis...

Gen AI analytics offer great descriptive content, but is it accurate and reliable? Can we explain to stakeholders how it arrived at particular conclusions? Nick Potkalitsky Oct 02, 2025 Here’s a piece...

But England’s largest education union warns against ‘tutoring on a shoestring’ and says many disadvantaged students need direct contact with teachers

In this webinar, John Gordon, David Lundie and Rebecca Eynon will discuss technology’s place in the secondary school classroom, why current practice needs to change and how that could happen.

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...

In this webinar, Stephen Gorard, Rob Klassen and Rebecca Snell will discuss findings from their two very different projects designed to make a difference to teacher recruitment and retention. In conve...

Young people struggling at school are more likely to have negative experiences on their smartphones than their better performing peers, a study has found.

Apps are promising to ease the job of child-rearing—but they’re missing something crucial.