Our Response to the Education Secretary’s Vision for EdTech

Our Response to the Education Secretary’s speech at the Education World Forum on EdTech

On 19th May 2025, Education Secretary Bridget Phillipson took to the stage at the Education World Forum in London with a speech that was not only eloquent and passionate but deeply rooted in a lifelong belief in education as a vehicle for social change. You can read her full speech here: Education Secretary gives keynote speech at Education World Forum - GOV.UK

Opening with a personal reflection on her childhood love of Charles Dickens, Phillipson reminded us that the themes of inequality and injustice Dickens wrote about so vividly remain all too real today. “We have so far to go on our journey to cut the link between background and success,” she said. “That’s our job as education leaders, to give not just some children but all children the opportunity to succeed.”

Phillipson acknowledged the immense barriers faced by children globally: 250 million still out of school, and 70% of children in low- and middle-income countries unable to read proficiently by the end of their basic education. But she didn’t dwell in despair. Instead, she issued a rallying call—to embrace the radical potential of educational technology to break down these barriers and open up opportunity.

EdTech as a Radical Force for Good

Phillipson’s vision aligns closely with our mission at Auris Tech: to harness the power of technology to support children's learning in meaningful, accessible, and equitable ways.

She was unequivocal in her message that EdTech cannot and should not replace teachers. Rather, it should support them—freeing up time to teach, reducing administrative burdens, and unlocking more focused engagement with pupils. As Phillipson put it: “This isn't about replacing teachers or delivering education by computer. It's about using AI wisely alongside teachers’ expertise and experience.”

This is a crucial distinction. High-quality teaching remains the cornerstone of any education system, but as workloads rise and teacher recruitment struggles, smart, safe, and teacher-centred technology must step in to support—not supplant—educators.

Unlocking EdTech’s Full Potential

Phillipson’s speech rightly spotlighted the promise of AI and EdTech to support learners who might otherwise be left behind: children with disabilities, girls in patriarchal societies, those living in poverty, or children who speak different languages at home. But turning that promise into a reality requires thoughtful, inclusive, and evidence-led implementation.

EdTech can radically transform how learning happens in and beyond the classroom. Used effectively, it allows children to practise and revise key skills outside of school, with real-time feedback replacing the frustrations of silent confusion and delayed teacher response. This feedback loop also enables teachers to pinpoint gaps in understanding quickly, adapting their lessons with surgical precision.

Gamification is another powerful tool. Leader boards, badges, and interactive milestones make learning feel more like play, increasing motivation and engagement—especially for reluctant children with low academic confidence.

And crucially, EdTech offers a way to deliver targeted support. We’ve already seen examples in the UK where families from disadvantaged backgrounds were given access to high-quality EdTech apps to help bridge early development gaps. It’s these kinds of initiatives—ones that explicitly recognise and respond to inequality—that reflect the heart of Phillipson’s speech.

Challenges and Responsibilities

But there are challenges. As Phillipson acknowledged, we need robust research into the impact, safety, and sustainability of AI in education. And as developers of EdTech solutions, we must accept our responsibility to design tools that genuinely meet the needs of teachers and students.

Unfortunately, too many EdTech products still fail to do this. A recent survey revealed that 56% of teachers feel EdTech is not designed with them in mind. That must change. Teachers need training, not just tools. And those tools must address their most pressing priorities: reducing workload, improving outcomes, and enhancing—not complicating—their classroom practice.

At Auris Tech, we believe the future of EdTech must be built on collaboration between educators and the tech sector. Teachers should not be expected to retrofit new technologies into old systems. Instead, technology should be developed with educators from the outset—listening to their needs, piloting in real classrooms, and continually evolving based on feedback.

Equity in Access: A Non-Negotiable

Phillipson also touched on the need for EdTech to be inclusive—and this is perhaps the greatest challenge of all. We cannot accept a future where access to high-quality digital learning is determined by a child’s postcode or parents’ bank balance.

Software costs must be fair and proportionate. Devices must be affordable and widely available. Multi-platform compatibility should be standard, not an afterthought. And public investment—particularly in devices for pupils—must match the ambition of the rhetoric. Without this, we risk widening the very gaps EdTech claims it can help to close.

Navigating the Screen Time Debate

No conversation about digital learning is complete without addressing screen time. We understand the concern—children already spend a great deal of time on devices. But we strongly believe it’s the type of screen time that matters.

There’s a big difference between passive scrolling and active engagement. When children are using interactive reading tools, playing educational games, or receiving personalised feedback on their work, they’re not zoning out—they’re learning. In fact, the best-designed EdTech can spark creativity, improve communication skills, and even bring families and teachers closer together through shared progress tracking.

By presenting reading and learning as part of children’s digital lives—on par with the games and videos they already love—we can make education not just accessible, but enjoyable. Over time, this could reduce passive screen use and foster a deeper love of learning, both on- and offline.

Conclusion: A Call to Action

Bridget Phillipson’s speech was not just a statement of government policy—it was a challenge to all of us working in education and technology. If we are to “make that old dream new again for each generation,” we must harness the full potential of EdTech to expand opportunity, reduce inequality, and empower teachers and learners alike.

At Auris Tech, we accept that challenge with open arms. We are committed to building tools that reflect the diversity of our classrooms, the creativity of our teachers, and the limitless potential of our children.

Let’s not waste this moment. Let’s build a future where technology is not a privilege, but a bridge—to knowledge, to confidence, and to opportunity.

If you’d like to learn more about how Auris Tech is using AI and ASR to improve children’s reading skills, explore our white paper and learn how we’re helping to close the literacy gap—one child at a time. Click here to read the whitepaper in full: Reading Aloud Using Automatic Speech Recognition (ASR) To Improve Children’s Reading — Auris Tech