Editorial standards
How we review and test learning technology
We evaluate a product against a specific learning task, compare realistic alternatives and explain the evidence behind the recommendation. A public-documentation assessment is labelled as such; hands-on observations require a recorded test. Neither access nor a feature list proves better learning.
Three kinds of evidence
| Basis | What it can establish | What it cannot establish alone |
|---|---|---|
| Verified factual information | Dated checks of official documentation, plan terms and compatibility requirements | Independent product performance or improved learning |
| Genuine hands-on observations | Recorded task, environment, version or plan, date and observed result; tester identified | Universal results, classroom experience or long-term child outcomes |
| Editorial judgement | Reasoned suitability and trade-offs using the stated evidence | A controlled learning trial or a guaranteed educational improvement |
What we evaluate
| Criterion | Questions that affect the decision |
|---|---|
| Setup and usability | What equipment, account and help are needed? Can the learner complete the intended task? |
| Learner and age suitability | What prerequisites, reading demands, age restrictions and support needs apply? Age claims need a source. |
| Compatibility | Which devices, operating systems, browsers, formats and offline features are supported? |
| Learning features | Does the product support practice, useful feedback and the required curriculum or learning task? |
| Accessibility | Can the learner use text enlargement, captions, keyboard access or required assistive technology? Vendor claims need verification. |
| Parent or teacher controls | Which account, content, progress and purchase controls matter for this use case? |
| Privacy | What student information is collected, shared or uploaded? What permissions or school rules apply? |
| Costs and limits | What is the full charge, renewal price, billing commitment, accessory cost and access after cancellation? |
| Alternatives | Would free or institutional access, an existing device or another format meet the need? |
Hands-on checks and their limits
A test record names who performed the task and retains supporting notes, captures or output. We distinguish Stuart’s documented experience, assistant-run checks and third-party findings. Tests report the plan, environment, task and observed limitations that are known; missing details are not invented.
We do not invent student testing, classroom testing, child outcomes, course completion or educational improvements. Demonstration exercises use clearly labelled illustrative material. A learning-outcome claim requires appropriate research; a subscription, certificate or attractive feature is insufficient.
A useful verdict before a purchase
- State who should choose the option and who should avoid it.
- Explain the decisive advantage and main drawback against the closest alternatives.
- Check a cheaper, free or institutional route before recommending payment.
- Separate current verified prices from historical examples and hypothetical calculations.
- Identify material compatibility, accessibility or privacy gaps before making a recommendation.
Corrections and review dates
A substantive review date changes only when evidence, analysis or advice has been reviewed meaningfully. Retained screenshots keep their original capture date. Readers can report disputed claims with the page URL and supporting source.