As far as human beings go, the tendency is to always exaggerate the importance of their own work. Conversely, we worry about claiming too much literary power. That said, this text, which expands on the book How World Events are Changing Education (Sage & Matteucci, 2022) is not just a set of nostrums and prejudices about how technology can sort out today’s problems. The work described is underpinned by years of deep research by devoted authors with extraordinary insight and foresight into the mechanical age in which we live. The focal problem is to understand the complexities technologies pose to education and how humans and robots reach compromise. Like many others who engage with the social determinants of technology, our training in Robotics, Artificial Intelligence and Information Technology has revealed that the postmodern culture has become wholly reliant on new models and maps, so we have lost all contact with the world that preceded these changes. The term ‘evidence-based technology’ is used in this context to describe current efforts to ensure that technological enlightenment is based on the best scientific evidence on what does and does not work.

The research which underpins what the authors describe comes from a solid team of world renowned experts, such as those trained in Educational Robotics. The book delivers across a wide spectrum in 4 parts: Processes, Practices, Performance and Predictions, which provide an appropriate range of technology perspectives and how they influence education. Replicable methods have been used to study observable and objective outcomes. Focus is based on methods of those who have a keen eye for technology and its impact on the future. The book emphasis has come to be regarded as the quintessence of academic responsibility. In an enlightened postmodern era, technology is highly esteemed. It, therefore, could be argued that it is another ‘species’ of intellectual demand because the research endorses current fashionable social theories. Those who have read this text regard it as one of the most significant books of the twenty-first century and most assuredly a representation of the unique ways in which technology can question and disturb our presuppositions. The book takes a holistic approach not seen in other technology ones and readers may choose from the parts according to requirements. The four parts resonate with teachers who need more understanding of the context of technology and its universal use.

The rapid growth in technologies, particularly hand-held smart devices, means people now spend more time reading on a screen than through printed materials. Thus, scrutinising long texts is slower, more tiring and demanding than reading from paper. These negative aspects are caused by parameters like font type and size, resolution or display form, in three categories: typographical, device- and user-related factors. They produce digital vision problems, including eyes that itch, tear and are dry and red. People blink less when using a screen than when reading printed text to contribute to digital eye strain. Eyes will feel tired or uncomfortable to prevent normal focus. These problems have been increasing over the past decades. All children and adults have some symptoms if using a computer or digital device for long periods. Studies by The Nielsen Company (2012–2020), show only ‘23% of 0–17s read for pleasure’, down from 26% in 2019 and 38% in 2012. The proportion of 3–4-year olds who read or look at books for fun ‘daily or nearly every day’ has almost halved since 2012, while reading ‘rarely or never’ has grown from 10% to 23% over the same time period. Technology brings flexibility but this text reminds us of the importance of understanding both the up and downsides of machines in our lives, so that we can employ them for the good of everyone. As a teacher, how technology is affecting reading habits is now disturbing. The authors have enabled the readers to gain a unique overview of the machine world, so we can use it with more awareness.