The Education Policy Institute's new report, What Do We Know About Teachers' Use of EdTech?, offers valuable insights into the challenges and opportunities associated with educational technology (EdTech). Having conducted similar research on behalf of STEM Learning with my colleague Linda, I found this report highly resonant with our own findings on schools’ use of AI and its potential benefits.
One of the most pressing issues highlighted is the lack of understanding and confidence among teachers and school leaders regarding AI. There is a significant need for clear information, teacher continuous professional development (CPD), and the demystification of AI to address existing fears and uncertainties.
The COVID-19 pandemic accelerated the adoption of technology, with schools developing virtual classrooms and platforms to facilitate remote learning and maintain pupil connection. However, the effectiveness of these tools largely depended—and still depends—on the engagement levels of staff, senior leadership teams (SLTs), and pupils. It is crucial to provide the necessary information and training to support widespread understanding and meaningful adoption.
Government Investments and Challenges
The government aims to leverage IT and AI to reduce teacher workloads, allocating over £4 million to this initiative. However, for schools to realise this vision, they need:
1. Reliable connectivity.
2. Adequate devices.
3. Comprehensive training and guidance.
These resources are essential not only for improving pupil outcomes but also for promoting staff well-being and retention. However, current realities present barriers. For instance, 25% of teaching staff, according to Teacher Tap, are not allowed to take their laptops home, limiting their ability to work flexibly. While this restriction may prevent overwork, it also hinders efforts to reduce workloads effectively.
Disparities in EdTech Integration
A recent Department for Education (DfE) survey revealed significant disparities in how EdTech is integrated across schools. This inconsistency limits the potential benefits for all staff and pupils. While headteachers often rely on research for guidance on adopting technology, teachers tend to be influenced more by their peers. Such variation underscores the need for comprehensive, evidence-based guidance.
The government has acknowledged the need for policy support, committing to publishing guidance on AI use in education. However, a robust framework for adopting EdTech products in schools is still lacking.
Potential of AI in Education
According to the OECD, teachers spent approximately 25% of their time on administrative tasks, marking, and lesson planning as of 2018. With proper training and support, AI could drastically reduce this burden, freeing up valuable time for teaching. AI also holds the promise of personalising learning, a major breakthrough that could save teachers time in differentiating instruction.
Despite these opportunities, inequalities in EdTech adoption remain stark. For example, only 30% of teachers reported using EdTech in 2022-23, compared to 44% of school leaders. Schools with greater openness to innovation and more resources tend to benefit disproportionately. This highlights the urgent need for equitable access to EdTech tools and training.
The Way Forward
EdTech has shown potential to reduce teacher workloads and enhance learning outcomes, but its benefits will remain unevenly distributed without targeted action. To address these inequalities, policymakers must prioritise:
· Increasing digital connectivity.
· Providing high-quality training for teachers and SLTs.
· Ensuring equitable roll-out of EdTech resources.
As we advance through this digital decade, the government’s commitment to connectivity and technological advancement is promising. However, coordinated efforts are essential to ensure that all schools, regardless of resources, can benefit equally. Without action, we risk exacerbating existing inequalities in education