Explained: Do you know what your pupils are viewing on school technology?
Do you know what your pupils are viewing on school technology? is examined in this 2026 education briefing, which sets out the central development, the practical context for schools and the questions leaders may need to consider.
What happened?
The Department for Education’s technology in schools survey 2024-25 makes important reading for leaders and raises urgent issues arising from the use of education technology (“edtech”) in schools. Driven by government policy, teaching is becoming increasingly digital .
Key details from the report
- The rationale is that the use of technology has the potential to reduce teachers’ workload, increase inclusivity and support pupils to develop digital skills for opportunity and growth.
- Schools also see the use of technology as an opportunity to cut costs.
- Voices are becoming louder, arguing that edtech has no place in schools.
- Campaigning around the linked issue of online safeguarding enjoys high levels of public support.
Why this matters for schools
The issue is relevant to school leaders because policy announcements, funding decisions and regulatory changes rarely operate in isolation. Their effects can reach staffing, budgets, curriculum planning, pupil support and communication with families. Leaders should distinguish confirmed requirements from proposals, check the implementation timetable and identify which decisions need action now.
For classroom and SEND teams, the practical question is how the development affects access, inclusion and day-to-day provision. Schools may wish to review existing plans, clarify responsibilities and make sure staff receive information in a form they can use. Where national details remain incomplete, recording assumptions and revisiting them as guidance changes can reduce avoidable confusion.
Questions for leaders and governing boards
- What has been formally confirmed, and what remains under consultation or development?
- Which pupils, staff or services are most likely to be affected?
- Are there financial, workforce, safeguarding or SEND implications that require early planning?
- What evidence or updated guidance should be monitored next?
- How will the school communicate any resulting change clearly to staff and families?
