Using Digital Technology to Improve Learning (Part 1 of 4)

Welcome back! Today we have the start of  four part series – I want to take a deep dive into the EEF documentation on “Using Digital Technology to Improve Learning.” In the report, there are four main recommendations, so have you figured out yet why this is a four part series? Hopefully the answer to that question is yes. If not, maybe re-read the title of this post and then re-read this paragraph…

For those who have the answer, let’s crack on! Today I want to look at recommendation 1:

Before I get into the documentation, this has been a rallying cry of mine for as long as I can remember. We can’t simply throw technology into the classroom. We need to have a rationale for doing so, and very explicit aims that we want to achieve, along with a clear framework to help us determine how successful it has been. To put it another way:

Pedagogy first, Technology second.

I have a number of colleagues who have used this as a means to ‘get out’ of using digital technology. And for a time I’ve let them – a major reason being that I am not part of school leadership, so they ultimately do not answer to me. But for those of us who are familiar with technology (which as a Computing Teacher, I am), it has a tendency to keep moving forward. What was revolutionary yesterday, is now common place. The pupils who used AI to get the answers yesterday, are using it to plan multi-step processes in essay writing today. The gap keeps increasing and shows no sign of slowing up even a little to allow anyone to catch up. Unlike many special ops military units, you get left behind if you don’t keep up.

It’s unfortunate, but I don’t make the rules of the game, I just try to exploit them the best I can.

1. Start with the learning problem, not the technology

Schools should avoid adopting technology simply because it is new or attractive. Instead, technology should be introduced to address a clearly identified teaching, learning, or assessment need. Technology is most effective when it supports existing educational priorities rather than driving them.

2. Pedagogy matters more than the device

The report stresses that technology itself does not improve learning. What matters is how it is used to support effective teaching and learning. Schools should focus on the educational rationale behind the technology rather than the technology itself. Simply providing devices is unlikely to improve attainment without purposeful teaching strategies.

3. Plan implementation carefully

Successful use of digital technology requires:

• Staff training and professional development
• Ongoing technical and pedagogical support
• Time for teachers to adapt their practice
• Clear expectations and leadership support

Without a structured implementation plan, technology is much less likely to have a positive impact. 

4. Consider costs and value for money

Schools should evaluate both:

• Initial purchase costs
• Long-term costs such as maintenance, subscriptions, upgrades, and training

Decisions should be based on whether the expected educational benefits justify the investment.

5. Learn from previous technology initiatives

The report uses examples such as interactive whiteboards to demonstrate that introducing technology does not automatically change teaching practice. Schools need to ensure that staff understand how technology supports learning and are trained to use it effectively.

The EEF’s central message is simple: buying technology does not improve learning; using technology well does. Schools should first identify a teaching or learning challenge, then select digital tools that support evidence-based pedagogy, provide appropriate staff training, and demonstrate good value for money. Successful technology integration is ultimately about improving teaching, not deploying more devices.

Once a problem has been identified and well defined, it is time to consider why technology might provide an effective solution. Three questions to consider at this stage include:

1. How tightly does it link to the problem that you have identified? For example, does the reading programme you are considering focus on the aspect of reading (decoding, fluency, comprehension) that your pupils are struggling with most?
2. How will it change teaching? For example, will teachers find it easier to explain, model, assess progress or provide feedback?
3. How will it improve learning? For example, will pupils work more efficiently, more effectively, with more time on task? Will the technology help them to learn for longer in more depth, more productively?

Effective technology adoption begins with strong pedagogical thinking. These questions help identify the learning problem being addressed, the active ingredients that contribute to success, and the role technology can play in strengthening existing teaching and learning practices.

Once the problem, potential solution, and rationale are clear, the final step before deciding whether to proceed is to consider implementation, and whether your school has the capacity to implement the approach effectively.

The evidence supports this focus on implementation: approaches that are implemented as intended, including with appropriate training and support for teachers, are more likely to be effective than those that are not.

In short, as EEF have found through the research, digital learning works best when there is a clear rationale for use, a clear understanding of how the technology will enhance the learning, and there is a clear process for how the technology will be implemented and embedded into classroom practice.

One thing I have always maintained on this site is: pedagogy first, then technology. When we have this in place, then we can’t go far wrong. Strong pedagogy will always be able to work with, and be enhanced by technology. Weak pedagogy will need to use technology like a crutch and will be propped up by technology use. This type of use will not see learning enhanced by the use of technology.

Clearer processes for teacher use also make for clearer processes for pupil use. When the pupil knows what is expected through the use of the technology, then success  in digital learning is much more likely.

In the next post, I will be looking at chapter 2 of the “Using Digital Technology to Improve Learning” guidance report from EEF.