The COVID-19 pandemic has massively increased technology as a learning tool. Experts consider this will be a permanent change in a world of swelling populations, but increasing difficulty in supplying teachers trained to cope with diversity. Thus, the traditional face-to-face trans-missive learning approach, with a teacher in front of the class delivering information, will alter t0 become a “flipped” experience. Flipped learning helps teachers to prioritise active face-to-face experience by assigning materials and presentations to be viewed online by students at home or outside class. This is an exhilarating advancement, using technology to support learning in a more personal way. However, as the book indicates, online output must present information in ways that can be understood by a range of learning and linguistic styles. It must also give learners opportunities to talk and share knowledge and experiences to broaden thinking. Student surveys show that this is not yet happening. Riccarda Matteucci (author) has experienced flipped learning in America and Italy and when in Africa felt it would be a successful new way to learn when technology was more available. The psychology of cognition and communication must be understood to develop effective human information processing, with insufficient knowledge amongst users at present.

Technology refers to methods, systems and devices that result from scientific knowledge being employed for practical purposes. Terms used are robotics, referring to the intersection of science, engineering and technology that produces machines, called robots, replicating or substituting for human actions. Educational Robotics is an interdisciplinary learning environment based on the use of robots and electronic components to enhance the development of learner competencies. Artificial intelligence (AI) is another term leveraging computers and machines to mimic the problem-solving and decision-making activities of the human mind. It now produces course content, marks examinations and writes reports, as example of use in education.

There are texts that focus on technology issues. Examples are Out of Our Minds (Ken Robinson) – indicating that schools kill creativity and technology does not always counter this issue; Teaching like a Pirate (Matt Miller) making learning memorable using technology and The Google Infused Classroom (Holly Clark & Tanya Avrith), focusing on mental health issues from technology use. These volumes, like others, take a specific, specialist perspective and do not provide the complex context that surrounds technology use in learning, which this book presents in a generalist approach. Based on stakeholder discussions, the text considers the many ways that technology is changing learning, to reveal issues needing attention – grouped under four parts, suggested by educators that they would like information about:

1. –Processes: defining thinking and expressive actions for learning, which must be understood to apply appropriate technology support successfully. Information processing is presented in general terms appropriate to audiences who may not have studied neurology or psychology, for considering how to present information effectively through computer technology. This is an aspect not always studied by educators or trainers.
2. –Practices: ways learning can be made effective using technology support (Education for Robotics programmes; Communication Opportunity Group Strategy). These assist thinking, communication and collaboration, which employers say must upgrade. Chapters show how the Polo Europa programmes provide personal and practical application of knowledge, using robots to solve problems and address the attributes lacking in employees.
3. –Performance: how learning is presented and experienced by students to grasp principles for transmitting information face-to-face or by remote learning technology. In order to understand learning needs, it is useful to reflect on teacher and student views have on the new computer way of learning. Surveys and interviews were conducted with these at primary, secondary and university levels to reinforce their views on present practices.
4. –Predictions: trends to integrate technology and teaching must be acknowledged to predict regulations and stan dards required for safety and accuracy. Machine intelligence for writing essays and theses, along with brain implants to enhance and track learning are discussed. The question of machine consciousness is explored. The microchip inventor has set up a foundation to research this, as technology could become taskmaster rather than human tool, if we do not develop better understanding along with monitoring impact.

These four parts develop technology and learning for reflective practice and educators have intimated that this information structure would provide the range of information needed. Processes consider information handling issues that underpin learning and must be understood to present content through technology modes for all learning styles. Practices look how this is working in contexts that make educational robotics mandatory in the curriculum. Performance targets principles behind transmitting knowledge that must be accounted for in presentations employing technology, along with stakeholder views. Predictions look at the future, which will demand international regulations to prevent unsuitable materials reaching users and how new technology features will radically change the educational process.

The book progresses to provide a holistic (academic, personal & practical) picture of teaching, which acknowledges the positive power of technology to improve the world as in Education for Robotics. It takes a serious look at negative influences infiltrating learning, via technology platforms, that damage education as a force for moral progress. Aza Raskin, co-founder of the Center for Humane Technology, San Francisco, and of the Earth Species Project, has publicly apologised for social media, estimating in 2019 that it “wastes about 200,000 lifetimes per day”. This figure will have escalated since. On a recent bus journey everyone was on their phone screens! Contributions from leading experts in health, education, business and politics, wish to support the book amongst contacts with their range of views and experiences for reflection.

Thus, the text is unique in providing an extensive picture of learning that now incorporates technology in both teaching, monitoring and performance assessments. The market will be policy makers and practitioners and other interested stakeholders, who acknowledge that education has reached a watershed and change is urgent and inevitable. The content presents a range of relevant background issues when considering what must be reviewed, refined, planned and implemented. There are areas, such as technology management and devices for special educational needs, mental health issues, creativity and personal learning networks, which are only briefly mentioned in the book. These are regarded as specialist topics and would benefit from detailed treatment in a text focusing just on these areas. Although primarily directed at educators and policy makers, it is valuable reading for anyone wishing to acquaint themselves with issues that technology presents for learning.

Both authors have interdisciplinary qualifications and wide experience of schools, universities and training institutes nationally and internationally, with world research and government advisory roles, focusing on improving education, language and employment performance. The text supports a multidiscipline approach to training and workplace engagement, as the Education for Robotics and Communication Opportunity Group Strategy demonstrate. Trained in these approaches to use technology effectively for learning, the authors pursue these in international projects.

The central question addressed is how we can employ technology safely and successfully to improve learning for everyone. Reports suggest a mismatch between education and work-place requirements (Sage & Matteucci, 2022). There is a lack of full understanding, which results from the way we educate people in a specialist rather than a generalist way, particularly in the UK. Chapters look at this problem in relation to technology and learning. This disconnection is of concern and the book produces a picture of reality and defines issues to be negotiated. Research evidence focuses on student and teacher responses, at all education and training levels, outlining changes envisaged for future learning. These support specific case studies in a general way. The text extends the debate in the book: How World Events Are Changing Education (2022) published by Brill.

Academic knowledge and practical experience enhance the experience of learning with technology, but aim to present information in a way that is understandable for those not having advanced qualifications in the neurological and psychological sciences. The goal is a holistic approach that looks at relevant cross-discipline perspectives, but not in the detail expected in a text on specific academic areas. Education is presently criticised for not focusing on applying knowledge and the personal abilities (like communication) important for the team approaches needed to solve complex world problems. A range of information enables broad reflection and aligns this with practical examples of teaching and learning to illustrate what is possible with technology assistance. This information is essential if we are to make the most of technology for developing knowledge and competencies at a higher level. Now that routines are completed by machines this frees people to work on the world’s complex problems, such as climate change, environmental degradation and over population.