Algorithms, such as those used in educational apps, are most useful when they adapt content to individual children. But, Natalia Kucirkova argues, when recommendations are produced externally through algorithms, rather than internally, through the individual’s mind, children are not given the chance to exercise their agency. Participating in technology design can give children the opportunity to reclaim their agency, says Kucirkova. Read the article here.
In the first of a series about neurodevelopmental disorders in the classroom, Kathryn Bates collates the evidence on attention-deficit/hyperactivity disorder (ADHD). Bates finds that creating a supportive environment is more effective than cognitive training. For example, a visual prompt, such as a timetable on a desk, can help children who struggle to remember long instructions whilst carrying out other tasks. Read the article here.
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