Melissa de la Cruz is investigating the nature of work in EdTech

Educational technology (EdTech) platforms have increased in popularity, use and availability in recent years, particularly since the pandemic. The Australian EdTech sector has doubled in size between 2015 and 2023 with more than 700 EdTech companies and over 18,000 employees. The development of these platforms is the collaborative effort of creative professionals in areas such as instructional design, multimedia production and user experience optimisation. In her PhD project, Assembling Values: Creative Labour in EdTech, Melissa De La Cruz is exploring both the limitations and possibilities of EdTech platforms.

Here she explains how her interest in EdTech developed and how her background has provided her with a unique perspective and a distinctive approach to her research questions.

Describe your project and why you chose this topic

While most studies on EdTech platforms tend to focus on outcomes and individual utility, my interest lies in how these factors shape digital platforms today. I consider the platforms as the material representation of the combined knowledge systems of educators and software developers.

My research interest is informed by my experience with civic tech movements in the United States, where I worked with advocates to influence how technologies were developed. I investigated the public benefit of emerging technology and what companies could do with our data.

This experience proved valuable when I returned to the Philippines and worked in the education sector during the COVID-19 lockdown (2020-2022). In a Public School District serving over 200,000 students, I observed how teachers adapted lesson plans and curricula to various media formats, including paper-based modules, radio and TV. A deluge of proposals came in from EdTech companies with their newest technology and digital platforms. There were extensive discussions among the city’s education stakeholders comparing the old evidence-backed approaches with the promises of the new platforms.

I am interested in examining how EdTech platforms are created and maintained through a combination of individual skillsets, work practices and values. I also want to draw attention to the distributed nature of creative work and the geographic connections of digital labour.

What is your background?

I’ve spent the better half of the decade working in public sector innovation as a researcher, consultant and in leadership roles. I began my career in New York experimenting with and building urban data platforms which compared quantitative well-being indicators across different cities. After graduate school, I joined an urban planning and technology consultancy advising governments, startups and Fortune 500 companies on the future of transport and mobility. This role introduced me to the political economy of technology and taught me that research and development often occurs outside of controlled labs and research environments.

None of my previous experiences compared to my role as an education leader during the global pandemic. As chair of the local decision-making body for education with the Cebu City Government in the Philippines, I balanced the interests of stakeholder agencies, community groups and the wellbeing of students. I learned to listen and build consensus, but I also came to recognise the limitations of democracy, local finance and technology adoption. I was struck by the significant power held by a small group of adults and how our decisions shaped the educational experiences and outcomes of an entire generation of young people.

Why did you decide to do your PhD at Deakin?

I took the advice of some wise mentors who suggested that positioning my research within a centre or group would be beneficial for both me and my project. I’m glad I followed this guidance. This is what led me to Deakin University and the ARC Centre of Excellence for the Digital Child, where my project aligns with their broader research on the Political Economy of Digital Childhood.

I had already recognised Melbourne’s central role in the EdTech industry through my interactions with various EdTech representatives. I wanted to immerse myself in my research area and observe how the industry intersects with different layers of society—from the everyday lives of families and the evolving nature of work and digital labour to its broader connections with the global economy.

In Melbourne and at Deakin, I benefit from direct access to these stakeholders. I have been fortunate to engage in insightful discussions with practitioners in the field, which ensures that my research remains closely aligned with the latest developments.

How has your experience with your supervisors been so far?

With a background in politics and economics, it was a steep climb to upskill in the field of education and media studies. However, my supervisors, Professor Julian Sefton-Green, Dr Luke Heemsbergen, Dr Kate Mannell have been instrumental in translating years of professional experience and insight into a researchable topic and project. They have the expertise to give me a broad overview of the field as well as the nuts and bolts of methods and ethics.

What are you hoping to achieve with your PhD research?

While working on a previous research project, I encountered 19th-century picture cards inspired by the stories of Jules Verne. One particularly striking image depicts a classroom where a professor feeds books into a machine, while students are tethered to headphones. It is remarkable how much our imaginations have been captivated by technological advancements and their influence on both educational environments and corporate decisions.

These picture cards confirm that our tendency to fetishise technology is at least a century old. What we need now are stories about emerging technologies that focus on the cultures and communities shaping them. After all, it is the human element in these stories that we relate to, and which helps us empathise with those working behind the scenes.

My work aims to influence discussions among educators, developers and creatives. I also hope it will serve as a valuable tool for global networks like the BPO Industry Employees Network (BIEN) in the Philippines, which advocate for fairer working conditions for digital workers. We are witnessing a transformation in digital work and my research is crucial for supporting campaigns and initiatives that promote equity in the global workforce.

Melissa de la Cruz