Ten design proposals for EdTech: evidence from classroom use. Working paper.

This working paper is derived from emerging findings of the ESRC-funded EdTech Equity project at the University of Oxford. The project explores the relationships between equity, technology and teaching and learning in secondary schools, combining extended school ethnographies across England with a strong impact agenda, working with key stakeholders from schools, government, academia and the EdTech industry. Our research highlights a complex array of positive and negative implications of EdTech. Based on these findings we suggest ten design proposals that could help inform the design of future EdTech for secondary schools. The proposals are based on our extensive ethnographic research in six purposively sampled secondary schools which are geographically, economically, culturally and technically varied, where we examined the varied kinds of EdTech that were used and the social and educational implications of this use.