Our latest thoughts from the world of technology in education & the workplace

Texthelp Blog - Our latest thoughts from the world of technology in education & the workplace

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The demand on your digital presence has never been higher, but it's important to remember that digital access doesn't come easily to everyone. Despite legislation being in place within many countries around the world, research suggests that a massive 98% of websites fail to meet accessibility standards. Barriers to online content still exist and that means that people with physical, cognitive, literacy and language challenges, in addition to those who lack digital skills, are being met with online experiences that are frustrating and isolating, far from the ideals of an inclusive world. 

As we journey through this global pandemic together, we know that keeping your customers up to date is a top priority for you right now. It's vitally important that the essential communication you publish online can be accessed and understood by every website user. We want to do our part to help everyone around the world access what they need online, and want to make sure that you have what you need to support the growing demand of your digital presence.

That’s why we’re sharing details about Browsealoud and offering organisations free access to try it out on their own websites.

Browsealoud provides your customers with all the features they need to...

Hear content read aloud via the text-to-speech feature, making content easily accessible to people with dyslexia, reading difficulties and visual impairments 

Translate web pages into 99 languages, and hear translated text read aloud in 40 languages - a perfect support for English Language Learners

Magnify on-screen text to assist users with visual impairments

Convert text to audio files for offline listening with an MP3 generator 

Increase the ability to focus with a screen mask and reading pane

Simplify web pages to remove ads and other distracting content, for easier reading

Tailor their experience with custom settings, built in to suit individual user needs and preferences

(If you haven’t used Browsealoud before you can check out it right now - by clicking the orange capsule at the top right of this page).

Browsealoud Demo | Supporting essential communication and digital services

To get Browsealoud for free for 90 days simply sign up and register to receive your personalised Browsealoud code. Alternatively, if you would like to hear more about us, get in touch and let us know what we can do to help.

In this time of increasing uncertainty and change, web accessibility is more important than ever. We explore how you can support your customers online.

Coronavirus and web accessibility

Free Browsealoud access to support essential COVID-19 communications

In this time of increasing uncertainty and change, web accessibility is more important than ever. As we’ve said before, digital inclusion is something that should be on everybody’s mind, and as social distancing measures come into effect, the ability for everyone to be able to access goods and services online is becoming more crucial everyday. That's why we're offering you our web accessibility tool, Browsealoud, free for 90 days - to help you support your online customers.

For employees, working from home can bring many challenges. Some may experience difficulty in communicating using online methods, whilst others may struggle with the loss of direct support from their colleagues - all mixed with the uncertainty of how long they’ll be working within this temporary reality.

We know that as businesses continue to safeguard their employees with ‘work from home’ policies, they’ll be addressing the concerns of their workforce - ensuring they have what they need to do their jobs effectively, at ease and with a happy mind. There’s lots of platforms available to encourage employees to interact, and help businesses keep track of what their teams are doing, such as Google Hangouts and Trello. Not to mention a range of tools that aid in productivity, and offer support for different individual challenges people may face. 

At Texthelp, we believe that technology has a hugely important role to play in our vision for a world where difference, disability or language are no longer barriers. At this time, it’s more important than ever.

Each individual works in their own way, with different ways of processing information, completing tasks and sharing updates with their co-workers. For those that aren’t used to an ‘at home working’ environment, this temporary placement of being outside the comfort zone, can create some unexpected challenges. Our Read&Write software can be easily integrated into your preferred platform, to help employees adjust.

How to use Read&Write to support remote workers

We want to do our part to help minimise disruption to businesses worldwide. If you need to migrate to remote working, or are already in that process, we want to make sure that you’ve got all the support you need to use our technology. 

Read&Write, is a powerful productivity tool that suits everyone’s workstyle - helping staff to work smarter, more efficiently, and more accurately. It particularly benefits those with Dyslexia, Dyspraxia, Autism, ADHD and Aspergers.

Read&Write provides all the features you need to...

Hear web pages, emails and documents read aloud 

Convert documents and web pages into MP3 files for easy listening on the move

Understand unfamiliar words with text and picture dictionaries: great for staff whose first language isn’t English

Reduce errors with intuitive word prediction and a grammar, spelling and confusable words checker

Summarise lengthy reports in minutes with colourful collectable highlighters

Support staff with dyslexia and visual stress with accessibility features like screen tint

Read&Write Demo | Using Read&Write for Remote Working

If you’re an existing customer or new to our products, we want to hear from you about how we can help, so please feel free to contact us.

As social distancing measures come into effect and more organisations move to remote working, we explore tools to support employees working at home.

Coronavirus and remote working

We’re all experiencing a period of increasing uncertainty and change. As social distancing measures come into effect, more and more organisations across the globe are actioning Business Continuity Plans and moving to remote working - and for some, this is a completely new concept and way of working.

On Thursday evening Boris Johnson, UK Prime Minister, announced that students were having to put education on hold. For many schools, this could not be further from the truth. Dan’s school has spent the last week tweaking their online learning strategies, using Google for Education, so that they can utilize it for full-time distance learning, during the COVID-19 schools closures. Today is judgment day. #HomeSchooling is the number one UK trend on Twitter as it reaches midday. Parents, teachers and students from all over the country are sharing stories of how learning is taking place at home. One thing is evident, there is a huge gulf between their experiences.

Dan’s school is following normal timetables and teachers are teaching in real time using Google Classroom and Google Meet. First reports back are full of hope. It’s working very well. Many other schools and colleges are following suit, using cloud technology to make learning happen in real time. However, we're afraid that over the coming weeks many senior leaders in education are going to hear these stories of students learning and making progress, using cloud technology, and ask the question “Why aren’t we doing the same?”.

School is not the building, it’s the community

A culture of connectivity must be at the heart of a school. When this happens relationships happen, when relationships happen learning happens. The life-blood of a school is this web of communication. School is not the building, it’s the community. Over the past decade cloud technology has advanced so much that it now offers schools ways of connecting that wouldn’t have been dreamed of last century, whether you’re using Google for Education, Office 365, Apple Education or other cloud platforms. Other cloud tools that assist this communication are offering phenomenal accessibility features (see Jason Carol’s Blog “Coronavirus and Remote Learning”, where he explains how the Texthelp tools can help with distance learning.)

In a simplistic way, when it comes to educational cloud technology, our schools, colleges and universities can be categorized in three ways:

Those who have embraced this technology to assist with home and school learning

Those who have been cautious and kept it at arm's length

Those who have outrightly rejected this technology

As we enter a time of school closures, we are now finding that schools in the first category are only having to make adjustments to their online systems to be ready for full remote learning from home. Those schools in category two are struggling to catch up, but with hard work some are making changes. It is those schools in category three that will struggle the most. Many of these schools are sending packs of worksheets home to students. This is the best they can do given the circumstances. However learning depends on connectivity: access to a teacher, affirmation, timely feedback, dynamic information sharing, an authentic audience etc. This can’t be done at home with a worksheet, but it can be done at home with tools like Google Classroom, Google Meet and the Texthelp tools.

In February this year, the Secretary of State for Education in the UK, Gavin Williamson called for silent corridors and mobile phone bans to be the norm in UK schools. In an environment where communication is key to success, could we be banning two key ways that physical and digital connectivity can take place? For many students this week and beyond, their mobile phone is the greatest tool they have to connect them to learning. How do we tell them when they return to the building, that their greatest learning asset is now banned?

A few years ago BBC radio reporters relied heavily on an editor to edit their broadcasts. This is no longer the case. Many journalists have had to become skilled editors. Indeed, BBC recruiters now ask for this skill when appointing new reporters. We are in an age in education when educators can no longer rely completely on their school IT manager to sort out their technology; they have to be skilled in digital learning. This is not saying the IT manager is no longer necessary; indeed some of the heroes of the last few days have been these men & women who are helping us all to get connected remotely. What we are saying is that it cannot be only their job.

For years now, key staff in schools have championed the move to cloud technology. Some have been a lone voice that has fallen on deaf ears. Some have been asked to do countless training sessions for teachers, who’ve either adopted this technology, on varying levels, or let it wash over their head. Over the past week a lot of these key staff have had to step up and spread the message again, this time to teachers who need to listen and need to adopt these digital learning skills.

While these key staff are no doubt excited by the prospect of moving their institution to cloud technology, they are also being asked to move mountains in a short period of time. If you are one of these key people, you might be delighted to learn of some remote communities that have been established to offer support and guidance.

The Virtual Classroom (see tweets from our friends at C Learning)

The Global GEG Staffroom (see tweets from our friend Cat Lamin)

#DigiLearnSector Discuss (see tweets from our friend Chris Melia)

On our recent episode of the Edufuturists podcast (which you can listen to below), Global GEG Staffroom contributor and edtech expert Rachel Coathup explained how it is important for educators who are immersed in distance digital learning to consolidate what they are doing. One of the remote communities above would be a great way of doing that.

On Friday, Dan helped lead one of the most emotional assemblies he had ever been part of. Students cried, teachers cried and confusion reigned. The news that all GCSE and A Level exams in the UK have been canceled have left many in shock. A day later, the government explained that teachers will submit grades for their students, based on a host of previous work. This way of grading is similar to the Icelandic way. On episode 20 of the Edufuturists podcast Icelandic teacher Ingvi Omarsson explained that students are graded on continuous assessments and assignments, judged by the teacher. It is worth noting that Iceland has a much smaller student population than the UK but if we are effectively telling students that end point assessments don’t matter this year, then could a system similar to Iceland’s be the way forward?

Teaching towards an end point assessment has always been the model in the UK system and this pandemic has shown the shortcomings of this type of approach. Summative or linear assessment has merits in that it gives one single point of checking and a final summation of all that students have ‘learned’. However, much of what exists in the UK by way of examinations does so in the form of long memory tests, based on a knowledge curriculum and learning by rote. This ‘closed book’ method of testing is the only time in a person’s life where they will not be able to search or ask for support with an answer. Imagine the average workplace being somewhere that you can’t access help or ask a colleague for the best way to complete a task!

Search engines have become synonymous with finding the answer to almost any problem and most people’s response to a question is to ‘Google it’.

Surely, a fairer and more consistent approach would be to use formative or ongoing methods. Indeed, if summative assessment was so important, why are we saying those exams don’t matter now anyway? What is making those decisions in lieu of exam results? Teacher predictions + prior attainment + ongoing formative data! We have shown that what really matters in this season is the ongoing measures of progress rather than an end-point. We are arguing that this should be the deciding factor regardless of the crisis.

We heard the story last week, that during one school’s efforts to make sure their staff were ready for teaching entirely online, one teacher asked if the apps they had been asked to download would be easy to delete when everything is back to normal. Will schools, colleges and universities ‘delete’ the distance learning tools and procedures they’ve worked so hard to adopt when the pandemic is over? Will it be business as usual for most of our schools? For the sake of our students’ learning, their futures and their sanities, we sincerely hope not.

If remote learning is successful, and there are many indications that it will be for schools who are doing it well, big questions are going to be asked. When students eventually return to their school building, the most important question that will need answering centers on the point of learning in a school building if it can be done anywhere with a half decent internet connection. Will schools, colleges and universities have to make face to face learning more meaningful and experiential? Will digital learning for those schools who are new to the table become the norm and if not, why?

Finally, another hashtag trending today is #StayAtHomeSaveLives. In these worrying times stay safe, protect the vulnerable and remember that physical isolation never has to mean social isolation.

If you would like to hear more from the EduFuturists, check out some of the other resources we have created with them this year. You'll discover more about industry trends such as Education 4.0 and the college of the future >>Check it out<<

We teamed up with the Edufuturists and Rachel Coathup to bring you a blog and podcast which explores remote learning and the opportunities that edtech can bring.

Supporting remote learning | Texthelp Education blog

Supporting remote learning

Online learning is not the next big thing, it is the now big thing. - Donna J. Abernathy

For Edufuturists’ Dan Fitzpatrick, butterflies were bouncing around his stomach as he opened his eyes this morning, a million thoughts of remote learning quickly rushed back into his head and the flood of emails from anxious colleagues made his phone light up the dark room. It’s Monday and it’s the first day of school closures in the UK.

There are a lot of myths surrounding digital inclusion. Many people think “It is the year 2020, everyone has a smartphone these days right?” Wrong. “But everyone can use the internet surely?” Again, wrong. “Well yeah there will be some older people that can’t use digital but everyone else is online?”…You see where I’m going with this.

In fact roughly 10% of the UK adult population are not online at all according to the Office of National Statistics – a staggering 5 million people. Even more don’t have the necessary basic digital skills that they need to thrive in today’s technology-driven world – around 11.3million people. Many of us are living in a digital bubble, detached from the world of digital exclusion, so it’s easy for a digitally-savvy person, like anyone reading this blog, to wonder where these people are – spoiler alert: they’re everywhere.

They’re standing at the bus stop in the wind and rain because they couldn’t check the app and see it was running fifteen minutes late. They’re bumping into their partner at the shop, both buying milk because they couldn’t text each other. They don’t have smartphones, they don’t book tickets online, they don’t have a Kindle or an Alexa or even an email address. They’re at home waiting on hold, watching time tick and worrying about the spiralling cost of their 30p/minute call. They’re getting into debt because they can’t find or apply for a job, unable to pay their rent because they can’t do the online form for Universal Credit.

Digital inclusion is a sliding scale – not everybody is as above, but there are many who maybe have a smartphone but don’t really know how to use it. They have a tablet which they only use for playing games but don’t know how to email, or they use email but they don’t know how to use social media. There’s a fear that everyone has overtaken them, a feeling of being left behind, unable to keep up with the rapid pace of change in the landscape of the way people live their lives. A resentment at the way it’s gone, everyone seems to be a computer expert.

The truth is that everyone is not an expert, most people are learning as they go along, cobbling bits of knowledge together, but to get to that point you need the basics. Once you have learned how to search on Google or Youtube, you can pretty much learn anything. But how do you get to that point if you have never used a touchscreen, can’t afford a tablet or laptop or smartphone, Wi-Fi and everything else that comes with it, and you don’t know where you could even go to get online and have no opportunities to practice?

The reality is that in today’s world many services are moving to being solely online and many people who aren’t ready for that are getting left behind. The digital divide is growing, it’s getting harder to not be online and those people are missing out on accessing health information, making their lives easier, improving their wellbeing. The internet is not a fix-all solution, but if you’re able to video-chat to relatives, share family photos, joke with friends or access the many free online services that can improve your health and wellbeing then that has to be a good thing.


We're striving for 100% digital in Leeds, and here's how...

It’s the potential of digital inclusion to be so positively life changing, and it’s prevalence in almost every aspect of modern day life, that makes it so important. This is why in Leeds, the theme of digital inclusion runs throughout all of the city’s core strategies and aims. It is a priority in the Leeds City Council Best Council Plan and the Leeds Inclusive Growth Strategy.

Leeds Libraries are leading an innovative movement called 100% Digital Leeds, a citywide digital inclusion programme with input from other relevant sectors like Health, Housing and Digital &amp; Information Services. The aim is to ensure everyone in the city has everything they need to improve their lives through digital. It’s not just about people who have never been online, it’s about everyone who wants to learn and improve their situation through using digital. It’s about equal opportunities and making sure that nobody is left behind – that they know where they can go and what they can do if they need or want to get online.

100% Digital Leeds takes a furthest first approach – the most likely people to be digitally excluded are those who have other challenges and factors making it more difficult for them to engage, such as disability, learning difficulties, poverty, homelessness, addiction, language barriers, long-term health conditions, social isolation, memory problems, the list goes on, but generally these are the most vulnerable people across the city and its wards.

Leeds is a diverse and compassionate city, so there is a comprehensive 3 rd sector full of charities and voluntary organisations doing excellent work to give support and a voice to the under-represented people they work with. 100% Digital Leeds uses the approach of working with these organisations to embed digital into what they already do, supporting the organisations to grow and increasing their capacity to be able to better support the citizens.

Leeds’ pioneering approach to digital inclusion has earned plaudits from far and wide and has won several awards including 2019 Digital Council of the Year at the Smart Cities Awards. So what are the challenges and what is happening in Leeds to address them?


It is generally recognised that there are three main barriers to digital inclusion, these are:

Skills –Many people don’t have the skills to get online or use digital tech, they might not know how to turn on a computer, use a touchscreen or type on a keyboard. There is an increasing amount of jargon that computer literate people can take for granted, but many people may not know what “shift” or “control” keys are etc.

Access– Even if they have the skills some people won’t have access to technology. Some people feel priced out of having access as it costs money to have a smartphone or a tablet, a Wi-Fi connection, data and any other extras they may need.

Motivation/Confidence– This is perhaps the most common barrier amongst non-users, many people if they haven’t got online by now feel that they’ve been perfectly fine and they don’t need to use technology. This may be the case for some, but many could enhance their lives if they had the confidence or the motivation to start learning and pick up some useful features.


Leeds Libraries have based much their work around addressing these barriers, some examples of which are:

Skills– 100% Digital Leeds have built a network and are engaging many 3rd sector organizations to share solutions and ways of embedding digital into what they already do. They serve as a point of contact where organisations can come to for help or advice around funding opportunities or any teething problems with starting to use technology. They have also worked closely with Good Things Foundation to help organisations into the Online Centres Network and are informing, enthusing and recruiting new community groups across Leeds to accelerate the progress in fighting the digital divide. Rather than 100% Digital Leeds putting on digital skills sessions, they work with the organisations, with the staff and volunteers to upskill and increase their capacity so that they’ll be able to run sessions themselves or embrace digital as part of their other activities.

Access–Leeds Libraries’ award-winning tablet lending scheme is the envy of councils up and down the country – they have 285 4G-enabled iPads which they lend to 3 rd sector organisations, free of charge, to allow them to pilot using technology and try new approaches to digital. Over 90 organisations from all over the city and its wards have taken part in this scheme and many have used the evidence gathered to gain funding to buy their own equipment, ensuring that digital inclusion in Leeds will be widespread and sustainable. As well as this there are 34 libraries with public-access PCs and 20 weekly digital skills sessions. There are also infrastructure projects happening like free Wi-Fi being installed in 20 community buildings, an innovative trial of free Wi-Fi for people living in tower blocks, and an exciting future with Cityfibre installing high-speed full-fibre network across Leeds over the next few years.

Motivation/Confidence– Leeds’ Digital Champion training scheme is based around upskilling staff and volunteers at organisations and internally, to be able to have positive conversations around the benefits of digital which enables them to better support their service users with getting online and using digital.  It’s about talking to people and finding out what makes them tick, what might be the hook to get them interested, for example checking the football scores or finding knitting patterns, rather than forcing them down one route. This has been very popular and Leeds now has over 1,000 digital champions who have completed the training.


In Leeds we believe that digital is like any other part of modern-day life – everyone should be included and have opportunities to give it a try if they want to. To achieve this, everyone needs to work together and be pulling in the same direction, something Leeds is brilliant at. It’s the charities and the 3rd sector, small businesses and voluntary groups, everyone on the ground making a difference and everyone behind the scenes enabling that to happen.

Digital is a means to an end, not the end itself, it’s a way of achieving whatever task a person is desiring or envisaging. It’s a way of opening up new opportunities and taking away some of the strain. At its core digital inclusion is a powerful form of social inclusion and a way of helping everyone to live better, happier, healthier lives in whatever capacity is best for them.

P.S. I had countless examples that I couldn’t squeeze into this piece but you can learn more and see some of our case studies at www.digitalinclusionleeds.com.


If you would like to learn more about what you could do to make your website more accessible, visit our dedicated web accessibility resources area.


In this  blog, we hear from Paul Wilkes, Digital Inclusion Coordinator at Leeds Libraries, on how they're tackling the digital divide.

How can we tackle the digital divide?

In this  blog, we hear from Paul Wilkes, Digital Inclusion Coordinator at Leeds Libraries, on how they're tackling the digital divide.

In this  blog, we hear from Paul Wilkes, Digital Inclusion Coordinator at Leeds Libraries, on how they're tackling the digital divide. You'll hear how they're working together with their community to deliver different programmes designed with the barriers to digital inclusion in mind.

Why did you want to be part of the Disability Confident scheme?

HS2 has the opportunity to influence the infrastructure sector to improve Equality, Diversity and Inclusion (EDI) practices. Being Disability Confident is an integral part of our approach. HS2 will introduce new and improved standards of accessibility in relation to our rolling stock (trains) and stations, so it is important that we have diverse talent to help us achieve our goals.

How has being Disability Confident made a difference to your business? Think about the changes that you feel have made the biggest impact for both your organisation and your team, in terms of recruitment, retention and development?

Disability Confidence is a clear declaration of being positive about employing people with disabilities. In this regard, it has been important to us. Our approach to implementing workplace adjustments has allowed us to back up that commitment with clear statistics and facts, and our adjustments themselves help us to retain a diverse workforce and allows our talent to flourish.

What are your next steps with regards to the scheme and your business?

HS2 is a Disability Confident Leader. We have pushed disability confidence across our supply chain and continue to influence businesses that work with us to improve accessibility and become Disability Confident. The next steps for us as a business are to tap into diverse talent at senior management and executive levels.

Why would you recommend the scheme to others?

It’s a visible commitment to inclusion. Once you’ve made the commitment then there are a number of steps you can implement quickly to improve your Disability Confidence.

Outside of the Disability Confident Scheme, HS2 has been highly recognised for making diversity and inclusion a strategic priority. What are some of the initiatives you have put in place to create truly inclusive culture?

I could go on all day about this! Some of our very successful initiatives include our approach to Inclusive Procurement & Supplier Diversity, pushing disability confidence across the supply chain; our reverse mentoring programme; and, the “Inclusion Experience” which is a short and powerful event that allows people to connect with the emotion of being included or excluded.

In the space of diversity and inclusion, what do you see are the main challenges and opportunities going forward for business?

While each sector has universal challenges to overcome, they also have unique challenges specific to them. Diversity of talent at senior levels in the organisation is a challenge for the infrastructure sector.

What has been your greatest learning or most exciting experience relating to diversity and inclusion?

If you can’t answer the question “what have you done for me lately?” for all kinds of diverse groups, then your approach needs revisiting.

Are there any other comments or is there anything else you would like to share regarding the Disability Confident Scheme or diversity and inclusion as a whole?

It’s easier to do nothing and let the status quo continue. However, in the end this leads to stagnation and a decline in organisational performance. The hardest thing is to get started. Disability Confidence is one of the ways an organisation can make a commitment and measure progress.

Hear more from Mark in our Disability Inclusion series. Or, contact our friendly team for more information about the scheme, and how our technology can help you support a diverse workforce.

In this latest Q&A, Mark tells us why being part of the Disability Confident Scheme is important to HS2, and explains the adjustments they have made to help recruit, retain and develop a diverse workforce.

Disability Confident: connecting with diverse talent and constructing inclusive experiences

Disability Confident: Hear how HS2 connect with diverse talent and construct inclusive experiences

As part of our Disability Confident series, we are chatting with different organisations to hear how they are making a difference to diversity and inclusion in their industry. Next up in our series is Mark Lomas from HS2.

In this latest Q&A, Mark tells us why being part of the Disability Confident Scheme is important to HS2 and explains the adjustments they have made to help recruit, retain and develop a diverse workforce...

Why reinvent the wheel? Share (and save) mathspaces with ease

Our team knows how important it is to be able to collaborate with others, which is why we’ve made it possible for EquatIO users to easily save shared mathspaces to their dashboards. Now, when a colleague (whether they are down the hall, across the school district, or around the world), creates a successful EquatIO mathspace, you don’t have to reinvent the wheel. Simply save the shared mathspace into your dashboard and use it with your classes! 

Not only will this benefit teachers, but it will also impact STEM curriculum writers who create content for teachers throughout a district, math coaches who work directly with teachers at their school, and school-based administrators who want to send out a STEM problem of the day to students during the morning announcements. Check out the video to see sharing in action.

Mathspace Copy Share Update

The student dashboard for EquatIO mathspace has arrived

When using EquatIO mathspace, students will now see a new tab in the sidebar called ‘Submitted Assignments.’  Clicking on this tab gives them access to view all their previous assignments that they’ve submitted for scoring. This enables students to review past work that has been graded so they can show parents their work or use the assignments for review when studying for exams. 

Any platform or browser, same great experience

With the latest release, we’ve now brought EquatIO mathspace in-line with the rest of the EquatIO suite. This means that all your favorite new features - from the alignment options  to your favorites tab - are now available across all versions of EquatIO In case you missed it, this blog details what we’ve recently added. 

In addition to the palette updates,  we’re also excited to tell you that the Chrome Browser is no longer your only option when using EquatIO mathspace.  That’s right, we’re now offering support for our digital math dashboard on Firefox and Safari!

It’s now easier to transform shapes within EquatIO mathspace too. Check out the GIF below to see how you can now flip and rotate shapes with the click of a button. 

We’ve now added even more shapes to EquatIO mathspace based on customer feedback, including:

So why not open up EquatIO mathspace and check out the latest additions? Once you do, e sure to to share your feedback with us in the comments below. Nothing makes us happier than hearing from our customers! 

new updates to EquatIO mathspace that will help to improve how both teachers and students share, save, and access assignments

Share, Save, and Assign: EquatIO mathspace’s collaboration features get an upgrade

Share, Save, and Assign: EquatIO mathspace's collaboration features get an upgrade

Today, I’m pleased to bring you news of some awesome new updates to EquatIO mathspace that will help to improve how both teachers and students share, save, and access assignments. Check out this blog for all the details!

Blog

Free Browsealoud access to support essential COVID-19 communications

Coronavirus and remote working

Supporting remote learning

How can we tackle the digital divide?

Disability Confident: Hear how HS2 connect with diverse talent and construct inclusive experiences

Share, Save, and Assign: EquatIO mathspace's collaboration features get an upgrade

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