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Imagine an artificial intelligence-enhanced, adaptive, interactive computer software program that can identify when and how a student is having challenges with reading or maths. Now imagine that same computer program alerting that student's teacher and providing learning suggestions specifically designed for that student's difficulties.

Or imagine an AI-based app installed on any commercially available tablet that can precisely detect dysgraphia writing difficulties in children, then immediately start to address the child's writing challenges through engaging lessons, exercises, and games, providing vital early-stage support regardless of where that child lives or long waiting lists to see a diagnostic specialist.

These tools don't have to be imagined because they are already in use, along with many other forms of AI-enabled education technology, or what we call EdTech.

EdTech today is offering unparalleled levels of personalisation and enrichment to the way that children are taught, and enormous potential to cut through the time-wasting administrative tasks that take teachers away from direct student engagement. Its influence on future generations is inevitable. EdTech will become part of our educational furniture, and perhaps quite soon. Certainly, the EdTech market is growing rapidly.

However, my research conducted through a Paul Ramsay Foundation Fellowship at the UTS Centre for Social Justice and Inclusion has found that not all EdTech is created equal. We must make sure that AI-backed EdTech is high quality and fit for purpose, designed based on learning science and built with all the safety protections that AI tools require: privacy, security, transparency, and absence of bias.

The proper use of EdTech is the responsible use of EdTech, and that means safeguards for our children.

In schools, the greatest safeguard we have when using artificial intelligence is human intelligence, putting systems in place to empower our teachers to be the governors of EdTech. The power of EdTech is amplified when it supports, not replaces, teachers.

Research shows that EdTech is most effective when designed with teachers and when its use is proportionate, clearly targeted, and well-integrated into a teacher's learning plan.

It's crucial that we prepare our educators to identify beneficial forms of EdTech and to shape which kinds of EdTech are adopted in schools. It's also crucial that all students can access the power of EdTech, and not only those who already have educational advantages. We cannot afford to let a digital divide compound our learning divide.

That's why, through our UTS research, we have established the Australian Network for Quality Digital Education. We can help tackle Australia's learning divide through a clear strategic agenda for developing high quality, ethical education technology that is accessible, affordable, and well-supported for effective implementation and impact.

This network will include Australian leaders across education, industry, community, philanthropy, government, and research sectors. Everyone who will be affected by the emergence of EdTech must have the opportunity and voice in its development and use.

Because with the right design, training, and oversight, EdTech not only has the power to enhance learning, it also can be the catalyst to disrupt education disadvantage. Equity is a critical dimension of EdTech and central to our ambition for quality digital education.

Having equal access to advanced learning tools that are inclusive by design is the next frontier in overcoming Australia's digital and learning divide between advantaged and disadvantaged students.

With the support of the Paul Ramsay Foundation and the University of Technology Sydney, we are building a network of partners who are investing in the equitable future of all Australian students.

Join us in building an EdTech future that is well-designed, well-used, and well-governed.