From Devices to Depth: Moving Beyond Surface-Level EdTech in UK Classrooms

“You’ve invested in the tech. Now invest in the teaching.”

Across the UK, schools are at a pivotal point in their digital journey. Following 1:1 technology rollouts, often of iPads or Chromebooks, by Multi-Academy Trusts (MATs) and Local Authorities (LAs), the infrastructure is now in place. Devices are in the hands of every learner. But the next step isn’t about more hardware.

It’s about pedagogical depth.

The challenge now is ensuring that technology is not just used, but used meaningfully, to support consistently good teaching, amplify evidence-based practice, and unlock equitable learning for all pupils.

From Technology Access to Pedagogical Alignment

Technology alone does not improve learning. As Mishra and Koehler’s TPACK (Technological, Pedagogical, and Content Knowledge) framework reminds us, impact happens when technology is meaningfully integrated with sound pedagogy and deep content knowledge.

In the TPCK model:

• Content Knowledge (CK) is what we teach.
• Pedagogical Knowledge (PK) is how we teach.
• Technological Knowledge (TK) is the digital toolset available.

But the real power lies in their intersection, TPACK, where teachers make intentional decisions about how to use digital tools to enhance learning, not just digitise existing practices.

This is where many schools are now focusing their efforts, moving from tech deployment to strategic, pedagogically-aligned implementation.

From Insight to Impact: Feedback and Formative Assessment

The EEF highlights feedback and formative assessment as high-impact strategies — especially when enhanced by digital technology. Showbie makes this possible at scale through:

• Verbal feedback loops
• Voice annotation on student work
• Peer responses through pinned comments
• Real-time visibility of misconceptions

Similarly, Socrative supports minute-by-minute assessment by allowing teachers to ask targeted questions, adapt their teaching instantly, and access aggregated data for insight.

These tools are not about replacing teacher judgement — they amplify it, while reducing workload.

Inclusion and Equity: A Powerful Digital Dividend

When designed intentionally, digital strategy is a lever for equity:

• Students with reading or writing difficulties can respond via voice
• EAL learners can access translated instructions or audio support
• Pupils who don’t engage in whole-class discussions can contribute privately or anonymously

iPad’s accessibility features e.g. text-to-speech, magnification, colour adjustments, enable true universal design for learning. Additionally, tools like Showbie allow for differentiated feedback, personalised scaffolds, and asynchronous opportunities to reflect, revisit, and respond.

Trust-Wide Strategy: Coherence Without Conformity

The Confederation of School Trusts’ DNA of Trust-Led School Improvement identifies three key strands for system-wide impact:

• Curate clear goals – Define what “good” looks like across your trust
• Build capability – Prioritise pedagogical CPD, not just technical training
• Implement improvement initiatives – Create feedback loops, refine practices, de-implement what doesn’t work

This approach allows trusts to move from pockets of excellence to a culture of consistently good teaching, where digital tools are aligned with research and routinely used to drive improvement.

Final Thought: The Technology is in Place. Now What?

You’ve bought the devices. Now invest in the teaching.

TPACK reminds us that true transformation lives at the intersection of technology, pedagogy, and content. The next step isn’t more features, it’s more intent; pedagogical intent. Education must lead with learning, use digital tools to empower teachers and pupils, and embed consistency through a shared pedagogical framework.

Let’s move from access to excellence. Let’s move from devices to depth.