Our research demonstrates that the evidence base that schools may rely on to make decisions about EdTech, such as which technologies to purchase, or the pedagogic value of certain technologies, is lacking. There is therefore a clear need for the EdTech Evidence Board (EEB) established by the UK government earlier this year.
In responding to the EEB’s open call for evidence, we outline seven important areas for consideration. These are based on the extensive ethnographic research we have undertaken in six purposefully sampled secondary schools in England, which are geographically, culturally, economically and technically varied. Together, the seven areas we identify relate to the quality, breadth and nature of the evidence, alongside a prioritisation of school requirements, teacher needs and a privileging of teacher experience and expertise.
Importantly, our hope is that EdTech evidence can be reconfigured to centre more varied forms of knowledge in order to better support positive educational change.
You can read our full submission here.
Photo by freepik.com.