Transforming Education Technology: A Review of ‘From Edtech to Pedtech’

‘From Edtech to Pedtech,’ a recent publication by Routledge, addresses the gap between understanding effective educational technology and implementing it in the classroom. The authors, Aubrey-Smith and Twining, acknowledge the challenge of assuming that school leaders are knowledgeable about what actually works in terms of education technology.

Many individuals tasked with integrating digital technology into a school setting have encountered well-intentioned school leaders who lack a deep understanding of effective pedagogy. For instance, some headteachers may have insisted on having all classroom devices turned on as they did their rounds, mistakenly believing that learning outcomes were tied solely to the mere presence of screens.

Aubrey-Smith and Twining highlight the potential disparity between a teacher’s professed view of edtech pedagogy and their actual teaching practices. For example, a common misconception was the belief that using interactive whiteboards in the classroom represented a substantial pedagogical shift from traditional blackboards. However, the underlying teaching method remained largely unchanged.

In one instance, a teacher requested for all computers to be placed on students’ desks solely for displaying lesson material, which was persuasively refuted by proposing that distributing paper copies would be just as effective but less burdensome.

The book also draws attention to the fact that teachers from different subject areas often hold varying beliefs about effective teaching methods. This could potentially explain why previous attempts to implement ICT (as well as English and Maths) across curricula have largely faltered.

A key insight from the book is the alignment between teachers’ use of technology and their underlying pedagogical beliefs. Regardless of the available technology, if a teacher’s approach is focused solely on imparting knowledge without student participation, the classroom dynamic and learning outcomes will remain largely unchanged.

‘From Edtech to Pedtech’ provides a comprehensive review of research and valuable insights into research terminology and pedagogical beliefs. The book, although lacking references to pioneering research, includes relatable ‘personas’ and downloadable templates for identifying one’s pedagogical beliefs, as well as team activities and tools suited for departmental meetings.

While the book’s excessive capitalisation of terms may be off-putting, its tools for understanding pedagogical beliefs are top-notch. However, the book does not delve deeply into whole-school policy, as it primarily targets teachers and middle leaders. For educators willing to invest the time, ‘From Edtech to Pedtech’ promises to help lay a solid foundation for integrating educational technology into their teaching practices.