Is EdTech Really to Blame for Too Much Screen Time?

An article published this week in The Independent raised concerns about the government’s “evangelical” support for EdTech in schools. It warned that technology in education could lead to excessive screen time, replacing human interaction without a solid evidence base of educational benefits. But is that a fair criticism — and is EdTech really the problem here?

Let’s start with a reality check

There’s no denying that there’s a wide range of educational technology available in the UK market — and yes, some of it is heavily promoted. But what’s often misunderstood, and is missing entirely from the original article, is that much of this technology isn’t designed for children at all. A huge proportion of EdTech is operational: it supports school leaders, administrative staff, and teachers with everything from timetabling and attendance to safeguarding and staff wellbeing. Painting all EdTech as screen time for children oversimplifies a much more complex landscape.

The role of school leaders and teachers

It’s also not up to EdTech providers to determine when and how their tools are used in classrooms. That’s the role of teachers and school leaders. Their professional judgment, guided by the needs of their pupils and the context of their school, determines what’s appropriate, not the sales material of a tech company.

We shouldn’t discourage EdTech providers from promoting their innovations. Like any industry, promotion is part of the cycle of innovation, awareness, and adoption. What matters is how those tools are adopted—and that responsibility lies with schools, not suppliers.

Are we afraid of the future?

Another important question: Is children using technology really such a bad thing? We live in an increasingly digital world. From medical research to creative industries to engineering and AI, digital skills are now foundational to thriving in the modern workforce.

Early adoption of technology can spark passions, unlock potential, and open doors to brilliant careers and world-changing work. Why would we want to limit access to the very tools that can set young people up for future success?

Of course, balance is vital. Human interaction, physical activity, and screen-free time are all essential parts of a healthy, happy childhood. But that balance is again something for schools and families to manage. It’s not the fault of EdTech tools, nor should we burden EdTech suppliers with the responsibility of curriculum balance or classroom management.

In conclusion

Rather than criticising the existence or promotion of EdTech, we should focus on how it’s implemented. Let’s trust our school leaders to make informed choices, continue to support innovation in the sector, and recognise that technology, when used well, is a powerful enabler, not a threat.