The Edtech Podcast

The mission of The Edtech Podcast is to improve the dialogue between ‘ed’ and ‘tech’ through storytelling, for better innovation and impact. The Edtech Podcast audience consists of education leaders from around the world, plus startups, learning and development specialists, bluechips, investors, Government and media. The Edtech Podcast is downloaded 2000+ each week from 145 countries in total, with UK, US & Australia the top 3 downloading countries. Podcast series have included Future Tech for Education, Education 4.0, and The Voctech Podcast, Learning Continued, Evidence-Based EdTech, and AI in Ed: Our Data-Driven Future series on AI. Send your qs and comments to @PodcastEdtech, theedtechpodcast@gmail.com, or https://theedtechpodcast.com/, or leave a voicemail for the show at https://www.speakpipe.com/theedtechpodcast

#296 Author of Gifted? The Shift to Enrichment, Challenge and Equity 11/21/2025

#295 Nicole Ponsford - EdTech, Equity & 26,000 Voices 11/14/2025

#295 Nicole Ponsford - EdTech, Equity & 26,000 Voices If you’ve ever felt that education is changing faster than the systems meant to support you, this podcast gives you a clearer and more human way to understand that shift. You’ll explore how inclusion, data literacy, AI and school culture can be viewed through a lens that actually reflects real lived experiences. In this episode you join Dr Nicole Ponsford, a former teacher turned researcher and founder of a platform built on more than twenty six thousand voices from schools around the world. Her work challenges long standing assumptions about data, belonging and leadership in ways that might change how you see your own role in education. Each conversation is designed to give you insights you can apply directly, whether you’re an educator, school leader, policymaker or edtech professional looking to create real impact. With expert interviews and grounded perspectives, the podcast helps you cut through buzzwords and understand what truly drives meaningful change in schools. Follow the show to stay close to ideas and discussions that can shape the way you lead, teach and contribute to the future of learning. Before you dive in, make sure not to miss the key developments connected to this conversation. These show how the ideas discussed in this episode are already creating real momentum beyond the conversation itself. BETT 2026 Finalist Announcement We’re thrilled to share that the Global Equality Collective (GEC) has been named a finalist for the BETT 2026 Transformational Impact Award! Sky News Feature GEC recently appeared on Sky News discussing the launch of the second edition of the Inclusion Index. Watch the short clip here: YouTube Short Read more: Sky News Article Exclusive Offer for School Leaders School and trust leaders can access an exclusive 10% launch discount on the GEC Platform. Simply email hello@thegec.education and use the code EDTECHPODCAST10 before the end of November. Follow the podcast and turn on notifications so you never miss conversations that can spark new ideas and inspire your next steps in education. /episode/index/show/theedtechpodcast/id/39033370

#294 Universities Without Walls : Future Skills future Work 11/09/2025

#293 One Hour to Mastery: The Science Behind Lasting Knowledge 10/31/2025

#292 Virtual, But Real: Rethinking School with Minerva Virtual Academy 10/27/2025

#291 Fearless Innovation: Lessons from India’s Classrooms with Abdul Chohan 10/24/2025

#290 EdTech in India: Balancing Innovation and Humanity with Sidney Sutton 10/22/2025

#289 Inclusive Innovation: 27 Years of Teaching, Technology, and Transformation with Hema Mandanna 10/18/2025

#288 Beyond the Frameworks with the Digital Futures Group: Futureproof or Fossilised? Time to Unlearn the System. 10/06/2025

#287 – New Beginnings and a New Host 10/03/2025

#286 - 'Learn Fast, Act More Slowly' to Leverage AI 05/20/2025

#286 - 'Learn Fast, Act More Slowly' to Leverage AI We've all seen the headlines - AI is revolutionising everything from how students learn to how teachers teach. The promise of personalised learning paths, automated grading, and AI teaching assistants has created a gold rush mentality in education technology. But in our rush to adopt these powerful new tools, are we moving too fast? Today we'll explore why when it comes to AI in education, we need to learn fast but act more slowly and thoughtfully. We'll look at both the tremendous opportunities and serious risks that AI tools present for students and educators. We'll examine where AI can truly add value in education versus where human teachers remain irreplaceable. And most importantly, we'll discuss why comprehensive AI literacy and training is absolutely crucial - not just for educators, but for everyone involved in shaping young minds. Drawing on insights from leading experts on the frontlines of AI in education, we'll provide a framework for thinking about how to implement AI tools responsibly and effectively. Whether you're a teacher, administrator, policymaker or parent, this episode will give you practical guidance for navigating the AI revolution in education. Talking points and questions may include: Opportunities and risks of the tools: Adaptive or personalised learning paths, automated marking and feedback, content generation, analytics and teaching assistants, but also inaccuracy and lack of transparency, data risks, biases, ethics and safeguarding, and like social media, the unintended lasting consequences Where AI is best placed: Is it EdTech and tools in the classroom, the augmentation and elevation of human intelligence, or is it just learning about AI and what it can do and why (is knowledge=power enough?) Why it is so important that understanding and training are emphasised and why everyone needs to have such training Without it there can be safeguarding disasters, skills training can be insufficient, many AI tool providers are offering free training to learn to use their tool but this is consumerised and inadequate and can be ethically questionable; do we want successive generations to only be producing AI tools that are exploitative and using our data and our IP without our consent, or do we want to help people with technology and for the partnership to be of most benefit to them? Guests: Rt. Hon the Lord Knight of Weymouth, Jim Knight Rob Robson, ASCL Trust Leadership Consultant /episode/index/show/theedtechpodcast/id/36637935

#285 A Teacher's Perspective - Work Smarter, Not Harder! (part 3) 02/24/2025

#284 - A Teacher's Perspective: It Has to Start with the Leadership Team (part 2) 01/13/2025

#283 - A Teacher's Perspective - How to Approach AI as an Institution (part 1) 12/20/2024

#282 - Risk Assessments for AI Learning Tools, a conversation, Part 2 11/07/2024

#282 - Risk Assessments for AI Learning Tools, a conversation, Part 2 In the second episode of a two-part miniseries on risk management, risk mitigation and risk assessment in AI learning tools, Professor Rose Luckin is away in Australia, speaking internationally, so Rowland Wells takes the reins to chat with Dr Rajeshwari Iyer of sAInaptic to hear her perspective on risk as a developer and CEO. View our Risk Assesments here: https://www.educateventures.com/risk-assessments In the studio: Rowland Wells, Creative Producer, EVR Rajeshwari Iyer, CEO and Cofounder, sAInaptic Talking points and questions include: Who are these for? what's the profile of the person we want to engage with these risk assessments? They're concise, easy-to-read, no technical jargon. But it's still an analysis, for people with a research/evidence mindset. Many people ignore it: we know that even learning tool developers who put research on their tools ON THEIR WEBSITES do not actually have it read by the public. So how do we get this in front of people? Do we lead the conversation with budget concerns? Safeguarding concerns? Value for money? What's the end goal of this? Are you trying to raise the sophistication of conservation around evidence and risk? Many developers who you critique might just think you're trying to make a name pulling apart their tools. Surely the market will sort itself out? What's the process involved in making judgements about a risk assessment? If we're trying to demonstrate to the buyers of these tools, the digital leads in schools and colleges, what to look for, what's the first step? Can this be done quickly? Many who might benefit from AI tools might not have the time to exhaustively hunt out all the little details of a learning tool and interpret them themselves? Schools aren't testbeds for intellectual property or tech interventions. Why is it practitioners' responsibilities to make these kind of evaluations, even with the aid of these kind of assessments? Why is the tech and AI sector not capable of regulating their own practices? You've all worked with schools and learning and training institutions using AI tools. Although this episode is about using the tools wisely, effectively and safely, please tell us how you've seen teaching and learning enhanced with the safe and impactful use of AI /episode/index/show/theedtechpodcast/id/33827802

#281 - Risk Assessments for AI Learning Tools, a conversation, Part 1 11/07/2024

#281 - Risk Assessments for AI Learning Tools, a conversation, Part 1 In today’s episode, we have the first part of a two-part miniseries on risk management, risk mitigation and risk assessment in AI learning tools. Professor Rose Luckin is away in Australia, speaking internationally, so Rowland Wells takes the reins to chat with Educate Ventures Research team members about their experience managing risk as teachers and developers. What does a risk assessment look like and whose responsibility is it to take onboard its insights? Rose joins our discussion group towards the end of the episode, and in the second instalment of the conversation, Rowland sits down with Dr Rajeshwari Iyer of sAInaptic to hear her perspective on risk and testing features of a tool as a developer and CEO herself. View our Risk Assessments here: https://www.educateventures.com/risk-assessments In the studio: Rowland Wells, Creative Producer, EVR Dave Turnbull, Deputy Head of Educator AI Training, EVR Ibrahim Bashir, Technical Projects Manager, EVR Rose Luckin, CEO & Founder, EVR Talking points and questions include: Who are these for? what’s the profile of the person we want to engage with these risk assessments? They’re concise, easy-to-read, no technical jargon. But it’s still an analysis, for people with a research/evidence mindset. Many people ignore it: we know that even learning tool developers who put research on their tools ON THEIR WEBSITES do not actually have it read by the public. So how do we get this in front of people? Do we lead the conversation with budget concerns? Safeguarding concerns? Value for money? What’s the end goal of this? Are you trying to raise the sophistication of conservation around evidence and risk? Many developers who you critique might just think you’re trying to make a name pulling apart their tools. Surely the market will sort itself out? What’s the process involved in making judgements about a risk assessment? If we’re trying to demonstrate to the buyers of these tools, the digital leads in schools and colleges, what to look for, what’s the first step? Can this be done quickly? Many who might benefit from AI tools might not have the time to exhaustively hunt out all the little details of a learning tool and interpret them themselves? Schools aren’t testbeds for intellectual property or tech interventions. Why is it practitioners’ responsibilities to make these kind of evaluations, even with the aid of these kind of assessments? Why is the tech and AI sector not capable of regulating their own practices? You’ve all worked with schools and learning and training institutions using AI tools. Although this episode is about using the tools wisely, effectively and safely, please tell us how you’ve seen teaching and learning enhanced with the safe and impactful use of AI /episode/index/show/theedtechpodcast/id/33827747

#280 - What are Student Expectations for AI in Education? 07/10/2024

#280 - What are Student Expectations for AI in Education? In today's rapidly evolving educational landscape, Artificial Intelligence is emerging as a transformative force, offering both opportunities and challenges. As AI technologies continue to advance, it's crucial to examine their impact on student expectations, learning experiences, and institutional strategies. One pressing question is: what do students truly want from AI in education? Are they reflecting on the value of their assessments and assignments when AI tools can potentially complete them? This begs the deeper question of what we mean by student success in higher education and the purpose of knowledge in an AI-driven economy. Professor Rose Luckin is joined by three wonderful guests in the studio to discuss what tools we need to support students and how we explore the potential and the limitations of AI for education. Guests: Michael Larsen, CEO & Managing Director, Studiosity Sally Wheeler, Professor, Vice-Chancellor, Birkbeck, University of London Ant Bagshaw, Executive Director, Australian Technology Network of Universities Talking points and questions include: Student expectations and perspectives on using AI for assessments/assignments and the role of knowledge in an AI economy The potential of AI to enhance learning through features like instant feedback, error correction, personalized support, learning analytics How AI could facilitate peer support systems and student community, and the research on the value of this The lack of robust digital/AI strategies at many institutions as a barrier to effective AI adoption The evidence-base for AI in education - challenges with research being highly specific/contextual, debating the value of in-house research vs general studies Whether evidence on efficacy truly drives institutions' buying decisions for AI tools or if other factors/institutional challenges are stronger influences How challenges facing the education sector can inhibit capacity for innovative deployments like AI The growing need for proven, supportive AI tools for students despite institutional constraints /episode/index/show/theedtechpodcast/id/32079102

#279 - Can We Trust in AI for Education? (AI in Ed Miniseries) 06/11/2024

#278 - AI as a Tool for Equity of Learning 05/07/2024

#278 - AI as a Tool for Equity of Learning Continuing our miniseries on AI in education with the fourth episode centred around a AI's potential for equity of learning, host Professor Rose Luckin is joined by Richard Culatta of ISTE, Professor Sugata Mitra, and Emily Murphy of Nord Anglia Education. This episode and our series are generously sponsored by In our fourth instalment of this valuable series, we look at AI’s potential to address various challenges and bridge the educational gaps that exist among different groups of students around the world. AI can analyse vast amounts of data, provide early interventions, and enhance accessibility, and as long as the deployment of the technology is appropriate to the unique context of the school, the learners, the location, and the access to devices, AI can transform education for those who need the most support. Guests: Professor Sugata Mitra, Emily Murphy, Senior PD Lead, DNA Metacognition Project, Richard Culatta, CEO, Talking points and questions include: What do we mean by equity of learning, and how can we understand context? Is there a danger that AI will simply be used to reinforce or replace existing conventional methods of assessing learning, despite what it's great potential? What needs to fall into place for AI to be the promise for education we know it could be? What needs to happen to have AI be the magic bullet for equity of learning from a teacher and headteacher perspective? If the technology is there, and it has the potential it has, how can teachers build on that? How have different practices and innovations in the classroom been adopted and rejected… is AI going to succeed where other initiatives and technologies have either failed to be adopted, or plateaued and fallen by the wayside? How is AI different? How do we talk about getting school infrastructure in place to use AI? How we do we convince educationalists, and the budget holders and local governance that AI and other emerging technologies are worth their investment? There is some understandable fear about revolutionary technology disrupting existing practice in the classroom, but are we underestimating our students and teachers? /episode/index/show/theedtechpodcast/id/31172107

#277 - AI from a Global Perspective 04/02/2024

#276 - AI, Metacognition, and Neuroscience 03/06/2024

#276 - AI, Metacognition, and Neuroscience What's in this episode? Continuing our new 5-episode miniseries on AI in education with the second episode on AI's relationship to neuroscience and metacognition, host Professor Rose Luckin is joined by Dr Steve Fleming, Professor of Cognitive Neuroscience at UCL, UK, and Jessica Schultz, Academic & Curriculum Director at the San Roberto International School in Monterrey, Mexico. This episode and our series are generously sponsored by Metacognition, neuroscience and AI aren’t just buzzwords but areas of intense research and innovation that will help learners in ways that until now have been unavailable to the vast majority of people. The technologies and approaches that study in these domains unlocks, however, must not be siloed or made inaccessible to public understanding. Real work must be done to bring these areas together and we are tremendously excited that this podcast will present a great opportunity to showcase what inroads have been made, where, why, and how. Guests: Dr Steve Fleming, Professor of Cognitive Neuroscience, Jessica Schultz, Academic & Curriculum Director, Talking points and questions include: Neuroscience and AI are well-respected fields with a massive amount of research underpinning their investigation and practices, but they are also two very shiny buzzwords that the public likely only understands in the abstract (and the words may even be misapplied to things that aren't based in neuroscience or AI). Can you tell our listeners what they are, how they intersect with one another, and what benefits their crossover can provide in the realms of skills and knowledge? Can we use one field, AI, or Neuroscience, to talk about the other, to better 'sell' the idea of the other field of study, and in this way, drastically raise the bar of what is possible to detect, uncover and assess, in education, using these domains? In practical terms, how do we use AI and neuroscience to measure what might be considered 'unmeasurable' in learning? What data is required, what expertise in the team, or in a partner organisation, can be leveraged, who can be responsible for doing this in an educational or training institution? What data or competencies or human resource do they need access to? Sponsorship Thank you so much to this series' sponsor: , the world’s leading premium international schools organisation. They make every moment of your child’s education count. Their strong academic foundations combine world-class teaching and curricula with cutting-edge technology and facilities, to create learning experiences like no other. Inside and outside of the classroom, Nord Anglia Education inspires their students to achieve more than they ever thought possible. "Along with great academic results, a Nord Anglia education means having the confidence, resilience and creativity to succeed at whatever you choose to do or be in life." - Dr Elise Ecoff, Chief Education Officer, Nord Anglia Education /episode/index/show/theedtechpodcast/id/30255273

#275 - Preparing Young People for their Future with AI 02/21/2024

#275 - Preparing Young People for their Future with AI What's in this episode? Delighted to launch this new 5-episode miniseries on AI in education, sponsored by , host Professor Rose Luckin kicks things off for the Edtech Podcast by examining how we keep education as the centre of gravity for AI. AI has exploded in the public consciousness with innovative large language models writing our correspondence and helping with our essays, and sophisticated images, music, impersonations and video generated on-demand from prompts. Whilst big companies proclaim what this technology can achieve and how it will affect work, life, play and learning, the consumer and user on the ground and in our schools likely has little idea how it works or why, and it seems like a lot of loud voices are telling us only half the story. What's the truth behind AI's power? How do we know it works, and what are we using to measure its successes or failures? What are our young people getting out of the interaction with this sophisticated, scaled technology, and who can we trust to inject some integrity into the discourse? We're thrilled to have three guests in the Zoom studio with Rose this week: Dr Paul LeBlanc, President, Dr Kate Erricker, Assistant Director of Curriculum, Julie Henry, Talking points and questions include: We often ask of technology in the classroom 'does it work'? But when it comes to AI, preparing people to work, live, and play with it will be more than just whether or not it does what the developers want it to. We need to start educating those same people HOW it works, because that will not only protect us as consumers out in the world, as owners of our own data, but help build a more responsible and 'intelligent' society that is learning all of the time, and better able to support those who need it most. So if we want that 'intelligence infrastructure', how do we build it? What examples of AI in education have we got so far, what areas have been penetrated and has anything radically changed for the better? Can assessment, grading, wellbeing, personalisation, tutoring, be improved with AI enhancements, and is there the structural will for this to happen in schools? The ‘white noise’ surrounding AI discourse: we know the conversation is being dominated by larger-than-life personalities and championed by global companies who have their own technologies and interests that they're trying to glamourise and market. What pushbacks, what reputable sources of information, layman's explanations, experts and opinions should we be listening to to get the real skinny on AI, especially for education? Sponsorship Thank you so much to this series' sponsor: , the world’s leading premium international schools organisation. They make every moment of your child’s education count. Their strong academic foundations combine world-class teaching and curricula with cutting-edge technology and facilities, to create learning experiences like no other. Inside and outside of the classroom, Nord Anglia Education inspires their students to achieve more than they ever thought possible. "Along with great academic results, a Nord Anglia education means having the confidence, resilience and creativity to succeed at whatever you choose to do or be in life." - Dr Elise Ecoff, Chief Education Officer, Nord Anglia Education /episode/index/show/theedtechpodcast/id/30047403

#274 - Managing Your School's Digital Transformation 12/06/2023

#274 - Managing Your School's Digital Transformation Digital Transformation! Digital Strategy! Professional Education! What do they mean, and how do we implement them in a school? In today's episode we’re very lucky to have on three wonderful guests who operate at the intersection of educational practice and the leveraging of technology for a better learning experience. They are: James Symons, CEO, LocknCharge Katie Novak, Education Strategist, Smart Technologies Associate Professor Jane Hunter, School of International Studies and Education, University of Technology, Sydney Each of these guests has a long history of working within the education space, from engineering and installing the hardware and catering to the evolving demands of schools, to leveraging the technology as a communal bridge between parents, teachers and students, and finally to researching and understanding the added value such technologies provide for teachers and learners and how they might successfully incorporate their use into daily practice. Talking points and questions include: The evolving demands of the classroom – what futureproofing and future planning exists in each of your spaces to accommodate new trends and developments? For those catering to the hardware, does the school or college determine what you make, or are they, and the ways their teachers and learners perform, conditioned by you? What space is there for reciprocity between the EdTech maker and the EdTech user? Teacher professional education – how important is this? Surely a learning tool lives and dies by the amount of training and ‘after-sales support’ is provided to practitioners? What is the extent of the refusal by a teacher or department to adopt the technology and how is this overcome? Is it just waving statistics about time-saving and cost-saving in their faces or is there a form of trust that must be engendered? Digital strategy – this means different things to different stakeholders. What are the commonalities that should be agreed upon for successful rollout of technology? Obviously contextual factors are key to each school, but what are the non-negotiables? And with regard to developments like generative AI and other future trends we can’t even predict yet, what kinds of guardrails need to be in place with teachers, leaders, and the developers of the tech to ensure ongoing supportive relationships with stakeholders. What foundations should be in place to support digital transformation no matter the bumps in the road ahead? Material discussed in today's episode includes: Jane Hunter: Smart Technology: /episode/index/show/theedtechpodcast/id/28953923

#273 - How to stay in Love with Science 10/25/2023

#272 - Is Attention the Currency of Learning? 09/14/2023

#272 - Is Attention the Currency of Learning? Rose hosts Daisy Christodoulou, Director of Education at No More Marking in the EdTech Podcast Zoom studio this week, discussing AI regulation, evidence and effectiveness, and student outcomes in AI assessment, and what we think the future of AI-powered education might look like, and why! In late March of this year, Professor Rose Luckin and Daisy Christodoulou spoke at the UK parliament’s Governance of Artificial Intelligence oral evidence session for education, and the discussion that took place was passionate and exciting. A link to the video of the session is below in the Show Notes if you’d like to watch it yourself, but a lot of ground was covered, yet not as much as they wished! The interest in AI and its governance is very intense at the moment. The UK government had published a white paper setting out their proposed approach to the governance of AI and the indication from the paper was that rather than give responsibility for AI governance to a single new AI regulator, it intended to empower existing regulators, and that there were several that existed in the education sector already. Other points raised during the session included the idea of teaching a degree of scepticism in the public’s understanding of AI, meaning that the public should not believe everything that something like ChatGPT, a large language model, returns, for instance, when queried. Concerns about the speed of AI development were raised, there were questions on safeguarding, ethics, transparency, explainability, access to the technology, autonomy, adaptivity and more. In today’s episode, we’d like to revisit those thoughts on AI regulation, evidence and effectiveness, student outcomes in AI assessment, and what we think the future of AI-powered education might look like and why… Talking points and questions include: Quality of evidence for improved student outcomes using AI The value of assessment: how, when, why, and in what form More discussion around the future of education with AI’s inclusion, and what we can do now Material discussed in today’s episode includes: – PDF transcript as well as link to the video on the first page , EVR’s newest publication featuring insights, trends and developments in the world of AI Ed /episode/index/show/theedtechpodcast/id/28032837

#271 - Cutting Through the Noise on AI in Education 08/25/2023

#270 - Understanding Our Pedagogical Beliefs: From EdTech to PedTech 07/20/2023

#269 - Creating the Conditions for Success 06/21/2023

#269 - Creating the Conditions for Success The fifth and final episode in the Evidence-Based EdTech miniseries produced by Professor Rose Luckin's EDUCATE Ventures Research, exploring education, research, AI and EdTech, and hosted on The Edtech Podcast The Evidence-Based EdTech miniseries connects, combines, and highlights leading expertise and opinion from the worlds of EdTech, AI, Research, and Education, helping teachers, learners, and technology developers get to grips with ethical learning tools led by the evidence. In our previous episode, Rose was in conversation with representatives from Make (Good) Trouble, Feminist Internet, and Soundwaves Foundation, an organisation pursuing technology to assist with deaf or hearing-impaired students in the classroom. We asked a number of questions that centred around what inclusive technology looks like to each of the guests in the room, given that they had and worked with unique perspectives, and what their thoughts were around user agency and why it was so vital EdTech developers be mindful of this in the creation of their products. Our last question was on what we should demand of technology that it cater to people from diverse backgrounds. Was it data, the context, access, that allowed tech to help those from diverse backgrounds? In this episode, we’d like to extend these same thoughts on DEI and ethics outward, beyond the borders of the UK. We'll be asking: Are international education ecosystems implementing their diversity, equity and inclusion any differently from that of the UK? What could be learned from them that EdTech developers and educationalists can adopt and use in the UK? From an international perspective, is the technology developed in the first world, but exported to the third, sensitive to the context of its use or too prescriptive? And as an additional point, has the third world reshaped its attitudes towards diversity and ethics in technology in line with what it believes the first world will find desirable or employable? There’s rumour of national and international standards for good evidence in EdTech coming out of some countries, with presumably varying emphasis placed on adherence to these standards by different governments and regulatory bodies. What is our guest's opinion on how robust they think regulation needs to be where EdTech evidence is concerned, and how strictly do they think such standards should be enforced when developing and using EdTech? Our guest this week is Jane Mann, Managing Director for Cambridge Partnership for Education. With over two decades of experience in the education sector, as Managing Director of the Cambridge Partnership for Education Jane is now focused on working with ministries of education, government agencies, NGOs, donor agencies and educational organisations to advocate for, design and implement effective programmes of education transformation. The Cambridge Partnership for Education works across the globe in curriculum and assessment design and development, creation of teaching and learning resources, professional development, stakeholder engagement and English language learning and skills. Thank you to for sponsoring this episode, and for supporting the Evidence-Based EdTech series on the EdTech Podcast. /episode/index/show/theedtechpodcast/id/27225069

#268 - How to Prove Your EdTech Works 05/23/2023

#267 - What Does a College Degree Mean to a Returning Adult Student? (EdSurge on The Edtech Podcast (Second Acts Series, Episode 3)) 05/05/2023

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