Our Digital Promise
There is an urgent need in England for a new sustained EdTech strategy. The long awaited Edtech Strategy of 2019 was not only out of time; but failed to properly mention teaching and learning.
And then lockdowns, major investments in kit and platforms in schools and a return to some sort of normal.
During school lockdowns , the Edtech Demonstrator project was a model for agile emergency response and the power of peer to peer mentoring. Now Edtech UK and LGfL partner on powerful Edtech Hubs supporting education technology adoption and use.
The scale and ambition of the schools in the Edtech 50 for the use of technology to support teaching and learning, merits a new national vision for 2025 and beyond.
It can be as complex as we want to make it; but other countries are now further ahead of England.
Scotland and Wales have for years seen the positive role that technology can play in school life – put simply, it supports teachers and learners.
We recognise now that assistive technology can support all pupils and we can’t ignore Artificial Intelligence.
This new national strategy will recognise key components and the need for staged milestones for infrastructure rebuild, access to devices and support for digital capacity, teacher development, re-shaping curriculum and recognition of the positives of education technology to support teaching and learning.
There is a right and proper role for government; leadership that convenes, inspires, and brings fragmented policy developments across government to focus on our national digital challenge.
A national conversation around technology?
The new DfE and the arrival of Bridget Philipson, MP , as Secretary of State and the imperative of digitising the public sector more generally, has already changed the national conversation around technology.
This new government talked of Artificial Intelligence early on with projects, summits and big system promises. Sensibly, too, initiatives begun on Ai under a previous government have been broadened and deepened.
Some policy developments in the past were commendable but many were false starts; even cul de sac’s that failed to reap the rewards of millions of investment. Computing, whilst worthwhile, never benefitted from a whole system approach and often stuttered into life, struggling with key metrics. Important to many, vital for our national future; but a national roll -out surely needs to be set in wider eco-system building?
Wales, Scotland and N.Ireland had long realised the digital imperative for skills, jobs and growth – and that those benefits could also be useful in schools.
Curriculum and Assessment Review
Digital Skills needed to be embedded across the curriculum and the Curriculum and Assessment Review interim report includes major developments in how digital skills and online safety will be taught in schools across England.
As Click Safe Club highlighted, these are important steps:
Digital literacy as a core skill: The review recognises that digital skills should be considered as essential as reading and maths for today's children
Enhanced online safety education: There's a clear emphasis on teaching children to navigate online spaces safely, identify misinformation, and protect their personal data
Computing curriculum improvements: Recommendations include better teacher training in digital education and updated ways to assess children's digital skills
Critical thinking focus: The report highlights the importance of teaching children to evaluate online content and understand how algorithms and AI influence what they see online.
Now there is a real sense that digital skills matter – could even be talked about – outside the frame of reference of the computing curriculum. Schools Week talked of this new government, ‘ reframing digital skills for the workforce of tomorrow.’
Digital skills matter now and not just for those with a passion for technology. There will be no real growth with only lip service to digital skills.
Modernising our education system
And it was in January ’25 that the Department for Education heralded a digital revolution in education as the Education Secretary, set out plans to “take up this great new technological era to modernise our education system, back our teachers and deliver for our children”.
Delivering a speech at forty year old anniversary Bett Show , she set out expansive plans to harness technology to transform teaching.
The Education Secretary said that , teaching will be revolutionised by the way the sector engages with tech at every stage - breaking down barriers to opportunity by ensuring every student and teacher can access the tools and support they need to succeed.
“ The world of even 5 years ago is gone forever, now we must seize the opportunities of the future. We can hope for a brighter future for our children – delivered by a digital revolution in education. I will take up this great new technological era to modernise our education system, to back our teachers and to deliver better life chances for our children across the country.”
Importantly, there was recognition that effective use of technology supports pupil learning. The Education Endowment Foundation found that when used effectively, digital technology can accelerate learning by 2 to 3 months. Separately, the Department for Education’s Technology in Schools survey found over two thirds of school leaders reported that pupil attainment has been bolstered by use of technology in education.
Leo Academy Trust’s work on their own edtech adoption and thinking differently about pedagogy – PedTech – shows the benefits of leadership that empowers school communities to reflect and learn about Edtech Use. It also allows us to think differently about the challenges of cost and re-prioritising spend across a school. We truly don’t have to work in ways that we have always done.
New Ai support materials for schools have also recently been launched – taking a modular approach they will act a spring board and catalyst for senior leadership thinking about Ai benefits and safety issues. And yes, the future isn’t what it used to be.
For the first time, all new teachers will be trained on the effective use of assistive technology to support children with special educational needs and disabilities. Evidence shows that using readily-available, low-cost technology – such as dictation tools or text to speech software – is a key part of high-quality teaching for SEND pupils. But only 13% of teachers received training on accessibility features between 2021 and 2023.
What will new, relevant and agile teacher training look like?
According to the DfE, a pilot of the assistive technology training in mainstream schools found 'staggering' benefits to users, teachers and the wider class. Over 8 out of 10 of teachers and school staff surveyed said their students’ independence, confidence and engagement improved, with 6 out of 10 seeing improved attainment.
Digital, AI and Technology Task and Finish Group
In March ‘ 25, a new Digital, AI and Technology Task and Finish Group from the education and digital sectors and digital began to advise the government on what changes can be made to prepare children and young people for the jobs of the future.
The group will all advise government on how the school and further education system in England can ensure that every child and young person is equipped to thrive in an AI and digital world, creating strong foundations for access to more specialist AI and digital pathways.
It’s important that this group moved at pace, is independent and learns from other countries about what works.
There are a raft of changes across the system that will reap big reward for our digital promise.
What changes can be made now – are there changes to inspection that can highlight good practice?
As the new wider Industrial Strategy also highlights, technology adoption is a key pillar and support for schools to use technology across their organisations will be key. And nothing beats peer to peer mentoring from people you trust.
Edtech UK has long called for the creation of an Office for EdTech to drive forward coherent national change to support the adoption and use of education technology. We also need to harness the potential of regional partnerships to support change locally.
The Office for EdTech would also bring a focus across Government to properly support companies across the EdTech sector. A fragmented sector does little for our vibrant UK-based companies.
To some, the Edtech 50 schools are seen as pioneers; but to them they are learning how best to support their teachers and pupils with the best tools available. And, it’s always been about the teachers and learners.
Ty Goddard