In its new inspection framework, which came into force in November 2025, England’s education and children’s services regulator Ofsted asks schools to provide evidence of how they use digital technologies to support positive outcomes for pupils. With digital strategy and technology integration now firmly on the radar for inspectors, the question for school leaders and policymakers is clear: what does ‘good’ look like in EdTech?
Over the past six years, RAND Europe has conducted large-scale UK evaluations of educational technology (EdTech) interventions spanning maths, reading, feedback, and cognitive skills. These evaluations, conducted in partnership with leading education funders and delivery partners, provide robust, independent evidence that moves us beyond hype and anecdote, offering a roadmap for schools and decision makers navigating this new landscape.
One of the most consistent findings across our evaluations is that active engagement, not just access, drives impact. In studies of platforms like Sparx Maths and Accelerated Reader, we found that simply providing students with digital tools was not enough to move the dial on attainment. Where students actively engaged—solving problems, practising regularly, or receiving tailored feedback—measurable gains in attainment were seen. For example, students who used Sparx Maths as recommended, engaging in regular, active problem-solving, made significantly more progress than those who had access but did not use the platform consistently. In contrast, where engagement was low, or use was passive, there was little or no impact. This distinction is crucial for schools: for technology to be used effectively it needs to be used purposefully and consistently. It's not enough that devices or platforms are available, monitoring and supporting active use is essential.
‘Good’ digital learning is not about the latest gadget, but about embedding technology into teaching practice, supported by robust training and ongoing support.
Implementation fidelity emerged as another critical factor. Many EdTech interventions are only as effective as their implementation. Our trials of digital feedback tools and working memory interventions found that when teachers struggled with training, resources, or integration into daily routines, impact evaporated—even when the underlying approach was promising. In the Digital Feedback in Primary Maths trial, for instance, the digital element was often difficult to embed in daily practice, and teachers reported that the technology sometimes increased workload rather than reducing it. Where implementation was inconsistent or dosage was low, impacts were not observed. This highlights that ‘good’ digital learning is not about the latest gadget, but about embedding technology into teaching practice, supported by robust training and ongoing support. Successful EdTech adoption should reduce staff workload and build confidence, rather than adding to stress.
Teacher training and support consistently made or broke the success of EdTech interventions. The most successful programmes provided high-quality, ongoing professional development and support for teachers. Where teachers felt unprepared or unsupported, technology was underused or used ineffectively. In the Immersive Reader trial, for example, teachers reported feeling unprepared to use the tool effectively, and technical and resource barriers further hampered implementation. Schools should be supported to not only demonstrate what technology they have, but how staff are supported to use it well.
Equity of access to infrastructure remains foundational. Barriers such as insufficient devices, unreliable internet, or lack of technical support were common themes in trials where implementation faltered. These issues disproportionately affect disadvantaged pupils and schools. In several studies, technical and logistical barriers limited the reach and impact of the programme in some schools. Equitable access to technology and support is a prerequisite for effective digital learning. Ofsted’s new framework, with its focus on inclusion and support for all learners, makes this more important than ever.
Another striking finding is that business-as-usual in many schools is already strong. In several trials, control schools were already providing high-quality, evidence-based teaching, including structured reading time, and targeted support. For EdTech to make a difference, it must offer clear added value, not just replicate what’s already working. This is particularly relevant as Ofsted moves away from a narrow focus on attainment data and towards a broader view of teaching quality and pupil support. When evaluating new digital tools, schools should ask: does this enhance or extend what we already do well? Can we evidence its impact on teaching and learning?
Our work revealed a number of important lessons for EdTech providers as well. We found that simplicity, usability, and integration are key. Complex or poorly integrated digital tools were less likely to be used as intended. Teachers and pupils valued tools that were easy to use, fit seamlessly into routines, and provided actionable feedback. In the best cases, technology supported, rather than disrupted, teaching and learning.
So, what action should policymakers and school leaders take? To make the most of the potential of EdTech solutions, our evaluations suggested that leaders should
- prioritise active, purposeful use of technology, and support schools and teachers to monitor it
- invest in staff training and ongoing support as much as in devices or software
- ensure equitable access and robust infrastructure for all pupils
- evaluate EdTech for added value—not just novelty
- promote tools that are simple, usable, and integrate with existing practice.
As Ofsted’s new framework puts digital learning in the spotlight, schools, EdTech providers, and the Department of Education have an opportunity to show how evidence-led EdTech can support great teaching, inclusion, and pupil progress. The latest UK trials from RAND Europe provide a clear roadmap: focus on what works, invest in people as well as products, and make digital learning a genuine driver of improvement. The challenge now is to move from isolated pilots and pockets of excellence to system-wide adoption of practices that are proven, practical, and sustainable. By doing so, schools can not only meet Ofsted’s new expectations but also ensure that technology becomes a true enabler of educational success for all.
