The banner image above is this author's own primary classroom. This space bustles with a steady chatter, movement and a variety of activities when filled with learners engaged in diverse tasks. Across England, classrooms like this integrate technology as a supportive tool to enhance and extend learning, rather than dominate it.  While learners occasionally use tablets, iPads, VR headsets, or voice recorders, the heart of the school day remains firmly rooted in communication, and collaboration between learners and their teachers, as well as among the learners themselves. As the teacher, I find myself relying on technology more than the learners do, using it to streamline planning, tailor instruction, and monitor progress, which subtly yet powerfully enhances my role. The strategic use of EdTech often operates behind the scenes, making its impact less visible when the learners aren't directly engaging with devices. Yet, its presence is consistent - woven into the classroom rhythm multiple times daily, seamlessly supporting the dynamic learning environment. 

Beyond the classroom, EdTech plays a pivotal role in the wider operations of primary schools across England, particularly in administrative and safeguarding functions. Digital platforms streamline tasks such as attendance tracking, parent communication, and report generation, saving valuable time for educators and school staff. For safeguarding, technology enables secure record-keeping, real-time incident reporting, and monitoring of student well-being through integrated systems that ensure compliance with regulations. These tools, often invisible to learners, provide robust framework that supports the smooth running of the school while prioritising safety and efficiency, allowing teachers to focus on teaching and fostering meaningful connections with their students. 

The Covid-19 pandemic marked a significant turning point, accelerating the uptake of EdTech in primary schools across England. With lockdowns forcing a rapid shift to remote learning, schools adopted digital platforms for virtual classrooms, assignment distribution, and parent-teacher communication at an unprecedented scale. This period entrenched EdTech as a core component of educational operations, not only for teaching but also for administrative continuity and safeguarding, as schools in England leaned on digital tools to maintain functionality. While this move was critical at the time, it has left a lasting legacy, with many schools now deeply reliant on technologies that were initially emergency measures, prompting questions about their long-term necessity and alignment with sustainable educational practices.

In primary schools, EdTech streamlines administrative and managerial tasks, supports teaching and learning, and enhances pastoral support (Tobin, 2023).  According to Gov.uk (2025), there are over 1000 companies providing educational platforms in the UK with some of the world’s most successful EdTech companies setting up branches in major UK cities, including BYJU in London, Instructure (Canva) in London, Turnitin in Newcastle and VR Lab in London.

These EdTech companies come with promises of enhancing or personalising learning. Here are some popular providers that have become ubiquitous in primary education:

To create some control in this space, the UK government launched several actions aimed at providing regulatory frameworks, policies and guidelines for schools using EdTech, including investments in projects such as Oak National Academy, Education Endowment Foundation (EEF), National Centre for Computing Education (NCCE), and wi-fi connectivity upgrades (DfE, 2023).  

However, while already a thriving space, this sector is set to grow at a rapid pace, especially with developments in generative Artificial Intelligence (AI) technologies (Gov.uk, 2025).

Holon IQ (2025) report that ‘sustainability is increasingly a priority with the integration of green skills – like energy management, sustainable design, and environmental stewardship – to prepare students for a sustainable future.’ This has implications for the future of education and technology which is set to follow the trajectory set by EdTech companies.

There is a multifaceted relationship between technology, education and society, especially within the realms of envisioning alternative futures for democratic learning. However, even though the future is messy and unpredictable, it should be treated as ‘site of radical possibility’, a rich possibility of different ways of being and the uncertainty the future presents can become a source of potential in the present (Facer, 2016, pp. 65). Future visions of EdTech in schools in England are linked to growth and innovation in the EdTech business sector. The current system of education in the UK reflects Facer’s (2016) optimisation orientation towards the future where academic outcomes of standardised assessments, economic productivity and workforce developments are the goals.