For me, it’s personal. As a parent of a severely dyslexic son, time and again I have experienced services, notably in education, that were actively resistant to the potential of technology. To give a very small example as an illustration, my son’s school wouldn’t let him use his mobile phone in the classroom. Instead of allowing him to photograph the white board, say, to capture the homework task, they opted to pay for a teaching assistant to be in class to take notes for dyslexic learners. Technology could have empowered learners and nurtured skills for independence. Instead, it was resisted, and students’ needs were stigmatised.