How technology, culture, learning and policy intersect within research and practice in digital education.

News

Workshops in Accra: Digital Education for change makers in Sub-Saharan Africa

A group of MSc in Digital Education students from Ghana, Kenya, Nigeria, and South Africa, alongside Dr Michael Gallagher and Dr Pete Evans, recently met in Accra for three days of workshops to initiate conversations around issues on the intersections of technology and education in Sub-Saharan Africa.

British Data Awards 2024

The Data Education in Schools team have won the ‘Education Initiative of the Year’ Award at the 2024 British Data Awards.

Every Tech Tool in the Classroom Should Be Ruthlessly Evaluated

Dr Ben Williamson has been cited in The New York Times in the article 'Every Tech Tool in the Classroom Should Be Ruthlessly Evaluated'.

Recording available: 'AI's Empathy Gap'

Watch the recording of last month's seminar with Dr Nomisha Kurian, Cambridge Department of Sociology

New project: Infrastructure Futures for Digital Cultural Heritage

Funded by the Creative Informatics AHRC Creative Cluster programme, this project imagines possible futures for Digital Cultural Heritage infrastructure given current conversations regarding audience, resourcing, governance, and stages of technological development.

Information Literacy Award

The Data Education in Schools team are have jointly won the 2024 Information Literacy Award, announced as part of the LILAC conference held in Leeds on the 25th March.

About
The Centre for Research in Digital Education is based in the Moray House School of Education and Sport at the University of Edinburgh, and conducts research, knowledge exchange and consultancy in key areas including digital education pedagogy and policy, open education, children and technology, learning analytics and museum learning.
Engagement
We work with many partner universities as well as policymakers, the cultural heritage sector, schools and other public and private sector organisations. Our partners value us for our critical approach to learning, teaching and technology in formal and informal education, and for the ways in which we combine our research with world-leading practice in digital education.