# data[].attributes.headline
Importance of differentiation across age groups and the use of various standards to guide digital education at different age groups (note national variation ) - importance of developmental framework. This should also be rolled forward in to guidance for schools, teachers, educators, families

# data[].attributes.subject
Importance of differentiation across age groups and the use of various standards to guide digital education at different age groups (note national variation ) - importance of developmental framework. This should also be rolled forward in to guidance for schools, teachers, educators, families

# data[].attributes.headline
We know that early use of screens for longer periods of time is a problem, social disparities have huge impact. However some evidence around how screens are used and how this relates to risk factors is conflicting/controversial/scarce

# data[].attributes.subject
We know that early use of screens for longer periods of time is a problem, social disparities have huge impact. However some evidence around how screens are used and how this relates to risk factors is conflicting/controversial/scarce

# data[].attributes.headline
The centrality of support: the need for customised support from teachers and educators. There are issues of inequality and expense surrounding this support. 

# data[].attributes.subject
The centrality of support: the need for customised support from teachers and educators. There are issues of inequality and expense surrounding this support. 

# data[].attributes.headline
Need for consideration of broad spectrum of approaches to digital education (e.g. not just distance vs face-to-face)

# data[].attributes.subject
Need for consideration of broad spectrum of approaches to digital education (e.g. not just distance vs face-to-face)

# data[].attributes.headline
Children's brains are developing and their learning must be supervised, and they must be supported to extract benefits from educational technology. 

# data[].attributes.subject
Children's brains are developing and their learning must be supervised, and they must be supported to extract benefits from educational technology. 

# data[].attributes.headline
The ven diagram of health, education and digital tools - one place where these areas meet is in research on learning disabilities. 

# data[].attributes.subject
The ven diagram of health, education and digital tools - one place where these areas meet is in research on learning disabilities. 

# data[].attributes.headline
We do know a lot about the impact of screens on health BUT that is recreational screen time. We know much less about the impact of educational screen time on health. A trans-disciplinary approach is needed.

# data[].attributes.subject
We do know a lot about the impact of screens on health BUT that is recreational screen time. We know much less about the impact of educational screen time on health. A trans-disciplinary approach is needed.

# data[].attributes.headline
Tools must be developed and evaluated with principles from cognitive neuroscience - and robust evaluation is critical 

# data[].attributes.subject
Tools must be developed and evaluated with principles from cognitive neuroscience - and robust evaluation is critical 

# data[].attributes.headline
There are some (rare) examples of tools that are aiming to learn from neuroscience to address cognitive variation in how students learn, including in areas of pervasive inequality (e.g. reading)

# data[].attributes.subject
There are some (rare) examples of tools that are aiming to learn from neuroscience to address cognitive variation in how students learn, including in areas of pervasive inequality (e.g. reading)

# data[].attributes.headline
There is no theoretical or empirical evidence supporting majority of EdTech tools.

# data[].attributes.subject
There is no theoretical or empirical evidence supporting majority of EdTech tools.

# data[].attributes.headline
Learning in different ways (e.g. computer vs pen and paper) has different outcomes for student knowledge acquisition 

# data[].attributes.subject
Learning in different ways (e.g. computer vs pen and paper) has different outcomes for student knowledge acquisition 

# data[].attributes.headline
What we have learnt from COVID: children cannot learn well in the current model, which often relies on learning with screens alone

# data[].attributes.subject
What we have learnt from COVID: children cannot learn well in the current model, which often relies on learning with screens alone

# data[].attributes.headline
The context, content and the individual child matter. A thoughtful, strategic and evidence-based approach is needed. 

# data[].attributes.subject
The context, content and the individual child matter. A thoughtful, strategic and evidence-based approach is needed. 

# data[].attributes.headline
The evidence base in support of digital learning is thin. Little/no supporting evidence for the use of digital tools in education despite its expansion in many part of the world.

# data[].attributes.subject
The evidence base in support of digital learning is thin. Little/no supporting evidence for the use of digital tools in education despite its expansion in many part of the world.

# data[].attributes.headline
The use of digital tools in education may aggravate some pre-existing health/mental health conditions 

# data[].attributes.subject
The use of digital tools in education may aggravate some pre-existing health/mental health conditions 

# data[].attributes.headline
Is there really existing evidence that new technologies can be put at the service of therapy and help overcome a number of disorders in school age children?

# data[].attributes.subject
Is there really existing evidence that new technologies can be put at the service of therapy and help overcome a number of disorders in school age children?

# data[].attributes.headline
Digital communication poses fundamental challenges to human communication. How can distance learning tools be humanised? 

# data[].attributes.subject
Digital communication poses fundamental challenges to human communication. How can distance learning tools be humanised? 

# data[].attributes.headline
Brain functions when using the web and screens are different to in face-to-face contexts: online learning requires the brain to rapidly switch between tasks, which consumes high levels of the metabolic energy, which can lead to "cognitive problems", reducing attention, decreasing the quality of comprehension

# data[].attributes.subject
Brain functions when using the web and screens are different to in face-to-face contexts: online learning requires the brain to rapidly switch between tasks, which consumes high levels of the metabolic energy, which can lead to "cognitive problems", reducing attention, decreasing the quality of comprehension

# data[].attributes.headline
Risk that multi-method screen exposure leads to structural changes in the brain - but no consensus in research yet

# data[].attributes.subject
Risk that multi-method screen exposure leads to structural changes in the brain - but no consensus in research yet

# data[].attributes.headline
Disconnecting from the “real world” in favour of virtual settings may induce adverse neurocognitive changes, narrowing cognitive possibilities. 

# data[].attributes.subject
Disconnecting from the “real world” in favour of virtual settings may induce adverse neurocognitive changes, narrowing cognitive possibilities. 