Schools need clearer support on making edtech decisions

A new report released by the Education Policy Institute (EPI), in partnership with ed-tech specialist Sync, has warned that schools and Multi-Academy Trusts (MATs) could be making critical technology decisions without proper guidance.
 
The report was based on two closed-door roundtables held earlier this year with trust leaders, policymakers and industry experts. The event found that significant disparities in how schools procure, evaluate and implement edtech.
 
Despite the rapid rise of technology and AI tools in classrooms, school leaders reported challenges around evidence, budgets, leadership capacity and confidence.
 
According to the study, there is currently no national framework in England to help schools judge “what good looks like” when choosing edtech, often leaving trusts to create their own systems without the guidance of industry data. Participants noted that this lack of consistency risks widening gaps in digital access, teacher confidence and inclusion.
 
Ricky Brown, Professional Learning Specialist, at Sync, commented: “This report highlights the disparity between methods of procurement and goals of organisations when looking to utilise edtech. Schools are doing their best in a fast-moving environment, but the sector urgently needs clearer guidance, shared learning and better access to evidence so leaders can make informed decisions that genuinely support pupils.”
 
The report also found that classroom efficiency can be improved by as much as 23% when edtech is implemented on a 1:1 basis.

It found that technology is evolving faster than the evidence base, leaving leaders without robust research to guide investment.

With regards to AI, teacher confidence varies widely, with many avoiding AI tools due to lack of policy, training or clarity.

The report found that budget uncertainty continues to hinder long-term digital planning, even where technology could reduce costs, and that while MATs are well placed to lead digital strategy, capacity, leadership gaps and competitive pressures limit collaboration.

The report found that technology could transform SEND support, but only with the right safeguards around data, bias and training.
 
The roundtables highlighted growing concerns about the digital divide, noting that adoption of AI and digital tools differs significantly between regions and school types – with some trusts reporting rapid progress and others struggling to implement even basic systems.
 
Marcus added: “Schools want technology that solves real problems: reducing admin, improving communication, supporting inclusion. This report shows that when digital strategy is joined up - when CPD, leadership, policy and procurement align - the impact can be transformational. But without shared standards, too many schools are being left to figure it out alone.
 
“For our own part, we work with trusts throughout the entire process of a deployment, determining the reasons for tech being implemented throughout an organisation, and working alongside trust leadership to ensure that all systems and staff are equipped for their new device ecosystem. Working with a partner can act as that buffer for organisations who might be unsure about the next steps. If you’re ever unsure, don’t be afraid to reach out for advice.”