Listen to this story Members can listen to an AI-generated audio version of this article. 1.0x Audio narration uses an AI-generated voice. 0:00 0:00 Become a member to listen to this article Subscribe Evidence on the impact of education technology (ed tech) products is often “fragmented” and not aligned with meeting education needs, a government-funded pilot has found. The ed tech evidence board, funded by the Department for Education and delivered by the Charted College of Teaching, was set up to independently examine the quality of evidence behind tech companies. The Department for Education estimates there are 1,123 ed tech companies in the UK as of 2026. But there is a “persistent challenge” for schools to understand which products “might most effectively meet their needs”. The evidence board’s pilot, which ran from December 2024 to April 2026, found while many providers sought to produce evidence about their products, this was too often “fragmented” and not well-aligned with the claims being made about its effectiveness. It comes as government has released details of the ed tech testbed programme, first announced in January, which will build an evidence base of effective ed tech across 1,000 settings. High usage – but little trust A survey of 435 educators found 82 per cent of respondents said all or most people in their setting used ed tech. A further 92 per cent said their setting used ed tech every day. But despite high usage, the British Educational Suppliers Association found in 2023 that just 8 per cent of educators trusted the claims made by ed tech companies. Respondents told the pilot that user friendliness, meeting educator needs and wishes, regulatory compliance, research evidence and ethical data use were the most important factors when considering which products to introduce to their setting. But in a survey of 86 ed tech providers, less than half felt that research and evidence about the solution’s effectiveness was considered “very important” for decision-making. In a small sample of websites, researchers found around half had made claims about their products such as reducing teacher workload or improving student outcomes. But the report said “in all but few cases it was impossible to substantiate these claims, as the research was not shared”. Despite school staff looking for evidence, the pilot found companies perceived a lack of interest from educators – and investors – in producing high-quality evidence of their products. ‘Critical approach’ needed The report said schools should adopt a “critical approach” when evaluating product claims, asking questions such as where the evidence is, who the participants were and what methods were used. It said ed tech providers should establish a coherent evidence strategy that embeds evidence gathering into the development of products. Chief executive of the Chartered College of Teaching Alison Peacock said the pilot was a “vital first step in ensuring an evidence-informed approach to ed tech adoption in schools”. Early education minister Paul Waugh said: “As schools embrace new technology to support teaching and learning, parents and teachers need confidence that every tool in the classroom is safe, effective and genuinely improving outcomes for children. “Evidence gathering is vital to getting this right, and this report is an important part of our commitment to make sure teachers have what they need to make informed choices about technology in the classroom.” A BESA spokesperson said many “high-quality offers” are available to schools, with many ” designed to meet a wide variety of different contexts and needs within schools”. “We recognise that this can make it difficult for schools to work out which product they actually need and support the EdTech Evidence Board’s collaborative approach to driving sector wide improvements in this area,” the spokesperson said. Programme details announced The report comes as government has announced a £24 million programme to build a “rapid and robust” evidence base on the impact of ed tech in more than 1,000 schools and colleges. Guidance released by the DfE today stated it will look at how tools improve learner outcomes, reduce workload and increase inclusion for all learners. The four year programme will work in two stages. The DfE is already working with a consortium to carry out 100 evaluations in schools and colleges on the ed tech products they are using. Then the Education Endowment Foundation will deliver up to 15 randomised controlled trials of tools to “generate robust evidence of impact”. An “ed tech testbed network” will be set up, made up of educators, researchers, policymakers and educators tech providers, the DfE said. The DfE has invited schools, colleges and ed tech providers to take part during this academic year.