There are many potential benefits to embracing edtech and the positive evidence is building, but the use of AI-enabled learning tools in educational settings also raises thorny quality and ethical questions.
In an ever-changing field, claims about the effectiveness of particular AI educational products are accepted largely without scrutiny, and the pace of technological development often outstrips standards and regulation. This can leave educators, policymakers and the public feeling overwhelmed – and paralysed by indecision. These technologies need to be carefully researched, monitored and guided to maximise educational benefit and minimise risks.
In the midst of this uncertainty – and the widening gap between Australia’s most and least advantaged learners -- the question this report seeks to answer is whether high-quality edtech can, in the right environment, be used to improve outcomes for disadvantaged students.
The answer is yes – but only if this edtech is well-designed, well-used and well-governed.
