This bonus content is a reading from Platypus, the CASTAC Blog. The full post by Martin Oliver and Jade Vu Henry can be read at https://blog.castac.org/2026/07/is-edtechs-stuckness-a-kind-of-fixation/. About the post: In this third addition to our series on stuckness, Martin Oliver and Jade Vu Henry suggest that the question of what emerges in the wake of getting stuck can also be a generative opening for scholarly reflexivity. In this piece on recent controversies around the use of AI assistants in classrooms in the United Kingdom, the authors situate this recent debate within a longer history in which new technology has repeatedly promised to revolutionize education and failed to materialize that claim. The current moment is not the first time when claims of technologically driven progress got stuck. By dwelling on this muddy history rather than focusing solely on the latest technology and its limits, Oliver and Henry offer a novel reading of the contemporary controversy around AI. This case highlights how stuckness can be a resource for scholars hoping to understand the enduring appeals and pitfall