Inclusion by Design: Leveraging EdTech in Uncertain Times

In this episode of Dare to Disrupt, Dare Pitan is joined by Clive Gibson to reflect on what it meant for schools to move online overnight, focusing on real leadership decisions made under pressure where some teachers had little or no prior experience of teaching online, with a clear priority to focus on people and ensure no student or teacher is left behind.

Clive shares that the immediate response was to support and ensure that students felt connected despite being spread across different countries, time zones and home environments, where inclusion moved beyond access and became about presence, consistency and wellbeing, with students needing to feel seen, supported and part of a learning community during uncertain times.

A key theme throughout the discussion is that effective online teaching is less about the technology and more about being present, responsive and human, which links to the idea of focusing on screen values rather than screen time, ensuring that learning interactions are meaningful rather than simply increasing time spent online.

Supporting teachers is central to this conversation, particularly those less confident with technology who needed immediate help while teaching, where clear guardrails, simple guidance, ongoing training and continuous conversations helped build confidence and maintain quality teaching without overwhelming staff.

There is also a clear message to stop chasing new tools and instead focus on what works within each school context, leading to the development of bespoke approaches that meet the needs of staff and students while allowing schools to manage design decisions and data privacy effectively.

The discussion highlights the value of the AI in Education Think Tank as a community of practice supporting schools at different stages of technological maturity, encouraging EdTech companies to provide free support and upskilling opportunities for teachers, concluding with a clear mindset shift to collaborate with technology rather than delegate to it, keeping inclusion and human connection at the centre of teaching.