Research School Network: PedTech V EdTech A look at the distinction between the two and a closer focus on the 6 essentials to know about PedTech!

Technology in classrooms is nothing new: laptops, visualisers, software programmes, Artificial Intelligence and, in the rapidly evolving landscape of education, technology plays a pivotal role in shaping how teaching and learning happens.

The EEF ​‘Five-a-day’ principle references the use of technology as a particular benefit for learners with SEND. However, we must recognise that merely using technology obviously isn’t a proxy for effective learning.

Two terms that frequently emerge in discussions about educational technology are ​‘EdTech’ and ​‘PedTech’.

While they may seem similar, they refer to distinct concepts with different implications for educational settings.

EdTech (Educational Technology), is a broad term that encompasses all forms of technology used in education. This includes hardware, software, digital content, online platforms, and other technological resources for learning and administrative purposes. EdTech focuses on enhancing the overall educational experience for teachers (educational classroom management systems) and learners (e‑learning platforms).

PedTech (Pedagogical Technology) refers to the integration of technology specifically designed to enhance pedagogical practices. It focuses on the tools, applications, and platforms that support teaching methodologies, instructional design, and curriculum development. PedTech aims to improve the effectiveness of teaching by aligning technological tools with sound pedagogical values and beliefs.

Technology should support pedagogical goals, not dictate them. For example, many schools use visualisers to project handwritten notes during lessons. This simple technology supports a direct instruction model, where the focus remains on clear and effective teaching rather than on flashy tech. The key is using technology to amplify established pedagogical practices, ensuring that the tech serves the teaching, not the other way around.

Implementing technology without a clear evidence base can lead to ineffective use and wasted resources. The Education Endowment Foundation (EEF) studies are helpful in demonstrating effectiveness of a particular initiative. A specific example of this would be the EEF Maths Mastery program which integrates digital tools such as Mathletics. The specific programme was highglighted for its effectiveness in improving numeracy skills in Primary settings.

PedTech can empower students by giving them control over their learning. Digital portfolios allow students to take ownership of their learning. Platforms like Seesaw, allows learners to document their learning journey, reflect on their progress, and set personal goals. This metacognitive approach empowers learners to actively participate in making decisions about their projects and receiving personalised feedback from teachers.

Successful PedTech integration depends on teachers being equipped to use new tools effectively. A lack of adequate professional development for teachers leads to poor implementation. A strong focus on professional development, providing staff with ongoing training on how to use technology in their teaching. A developed ​“digital strategy” that includes regular workshops, peer mentoring, and online resources for teachers is an investment that increases confidence in teachers and can lead to higher levels of technology integration in lessons, positively affecting student engagement and attainment. 

Technology can foster collaboration among students, teachers, and the broader educational community. The use of platforms like Padlet or Microsoft Teams allow sharing of ideas, resources, and feedback in real-time. Technology helps create a learning environment that extends beyond the classroom, enhancing both student and teacher engagement.

As technology becomes more ingrained in education, ethical considerations around data privacy, screen time, and digital wellbeing become critical, for example, built in screen management tools that encourage students to take regular breaks and limit access to non-educational content during school hours. Additional digital citizenship curriculums teach students about responsible online behaviour, ensuring that the integration of technology supports a balanced and healthy approach to digital learning.

To find out more: 

Collin, J. and Smith, E., 2021. Effective Professional Development. Guidance Report. Education Endowment Foundation.

Stringer, E., Lewin, C. and Coleman, R., 2019. Using digital technology to improve learning. Guidance report. Education Endowment Foundation.

This blog is the first in a series of three focusing on developments in technology written by Guy Carpenter, ELE at the Staffordshire Research School.