Researchers question if education tech is good for kids
Educational technology can improve learning when used well but existing research has focused overwhelmingly on academic attainment while paying far less attention to children’s wellbeing, motivation, confidence and broader development, according to a review by the Digital Futures for Children Centre, a collaboration between the London School of Economics and 5Rights Foundation. The study examined 56 research reviews covering more than 2,100 studies from around the world.
The report found that children are often treated as a single group within the evidence base. Only four reviews specifically examined children with special educational needs and disabilities, while almost none explored differences linked to gender, socio-economic background or other characteristics.
As a result, the researchers argue that there is limited evidence on whether educational technology benefit all children equally.
“School canteens aren’t allowed to serve food unless it is proven to be safe and beneficial to children’s healthy development, yet we’ve been introducing digital products into classrooms without holding them to the same standard”, says Colette Collin-Walsh, Head of UK Affairs at 5Rights Foundation.
She says governments now need to give teachers clearer guidance and us its enormous buying power to reward products that are safe, effective and designed with children’s rights in mind.”
Professor Sonia Livingstone at LSE says that mMuch of the evidence on educational technology has focused on whether it improves academic attainment.
“That’s an important question, but it isn’t the only one. Our review found that while EdTech can support learning, we still know far too little about its wider impact on children’s wellbeing, development and rights.”
“As digital technologies become increasingly embedded in education, we need research that reflects the realities of classrooms and considers children’s wellbeing, privacy and rights alongside academic outcomes.”
“The findings come amid growing public debate about children’s digital lives. While attention has largely focused on smartphones and social media, the report argues that the technologies children use in school deserve similar scrutiny”, LSE says in a report.
“The researchers say governments need a broader understanding of what makes educational technology not only effective for learning, but also safe, rights-respecting and beneficial for children’s overall development.”
In response to the findings, 5Rights Foundation has written to the new UK Education Secretary and relevant ministers in the devolved administrations calling for stronger oversight of educational technology.
The organisation is urging governments to support more research, provide clearer guidance for teachers and use public procurement to reward products that meet higher standards of quality, safety and children’s rights.
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