For over 40 years, the sector has wrestled with how to measure the impact of EdTech, often leaning too heavily on rigid data or isolated anecdotes. This session from Bett UK 2026, offered something different. A clearer, more confident narrative built on evidence, experience and a shared understanding of what great teaching looks like and how PedTech is shaping SEND education nationwide. 

Speakers: 

Dr Fiona Aubrey-Smith, Founder of PedTech 

John Murphy, EducPeter Reeves, Digital Education Lead - Cavendish Education

Sarah Hand, Head of System Leadership - Inspiring Futures Through Learning

James Roach, CEO - Inclusive MATational Leadership Mentor and Advisor.

It starts with pedagogy

The message landed early and stayed with the audience throughout. Technology should serve learning, not the other way around.

A pedagogy-first approach is about intention. Knowing when digital tools can support and extend learning in meaningful ways. Screen readers opening up access. Real-time translation supporting understanding. Video modelling that can be paused, replayed and embedded at a pace that works for every learner.

But just as importantly, it is about knowing when to step back.

There was a refreshing honesty in the room. Not everything needs a screen. Sometimes the most impactful learning happens through conversation, collaboration or simply being outdoors. The real skill lies in choosing the right tool, for the right learner, at the right time.

And when that balance is right, equity follows.

Rethinking screen time

One of the most talked about moments in the session tackled a question that continues to dominate headlines. Are children spending too much time on screens?

Drawing on data from thousands of learners, parents and teachers, the National PedTech Partnership challenged perception with reality.

While many parents believe their children spend most of the school day on devices, the data tells a different story. The youngest learners use digital tools for around 8% of their day. For primary-aged pupils, it is closer to 16%. Even in secondary settings, it remains under a third.

But the real insight went beyond the numbers. Not all screen time is equal.

At home, it is often passive and low demand. In school, it is designed with purpose. It requires thinking, interaction and engagement. Short feedback loops, active participation and meaningful collaboration all contribute to deeper learning.

This is not screen time for the sake of it. This is learning, designed with intent.

What impact really looks like

What brought the session to life was the real-world impact already being seen in schools.

Trusts that have embedded this approach over time are seeing sustainable improvements in attainment, particularly for disadvantaged and vulnerable learners.

At Abingdon House School, this has been transformational. Students with complex needs are now achieving GCSEs, something that was not previously expected.

And the benefits go far beyond results.

Educators are reporting higher motivation, a stronger sense of belonging and fewer behavioural challenges. Classrooms feel more inclusive, more responsive and more connected.

Perhaps most striking was the cost. Delivering this level of impact comes in at around £12 to £17 per learner each month. A small investment for meaningful, lasting change.

A challenge to the sector

As the session closed, the conversation shifted from debate to direction.

The question is no longer how much technology we should allow in education. It is how intentionally we use it.

Because when it is done well, the impact is not theoretical. It is already being seen in classrooms, in outcomes and in the confidence of learners who are finally being supported in the way they need.

Want even more Bett UK 2026 recaps? Visit the Bett Buzz for new insights and articles every week! If there’s a topic or session you’d like us to cover next, get in touch.