How can educators make evidence-informed decisions about EdTech products?
In a crowded marketplace where products with big claims emerge rapidly, how can educators feel confident they’re choosing tools for their classrooms which will have a positive impact on their students’ pedagogical outcomes?
Here at the Chartered College we have an embedded evidence-first approach, and so we applied this to the process of evaluating EdTech products…
EdTech Evidence Board appointed board announcement
The Chartered College of Teaching is pleased to announce the appointment of seven newly appointed EdTech Evidence Board members who will ratify assessment outcomes for reviews conducted by trained reviewers as part of the EdTech Evidence Board project, funded by the Department for Education. The appointed EdTech Evidence Board members were recruited via an open application process and those who were selected bring vital experience intersecting education, EdTech, evidence evaluation and governance.
Why representation in teaching is a systems issue, not a pipeline problem
Read about Harroop Kaur Sandhu’s experience as a DEI coach for the Increasing Diversity in ITT project, working with SCITTs and placement schools to change leadership habits and turn equity from an aspiration into everyday practice by building racial literacy, interrogating data, and shifting the systems that shape who gets supported and accepted.
The Next Generation of Assessment
The ‘evolution not revolution’ message of the Curriculum and Assessment Review (DfE, 2025c) (CAR) is such a binary. It is an important message for educational settings who want to change or expand their provision but also need to be mindful of staff workload and wellbeing as well as expertise and capacity.
Exploring the impact of offsite PPA on teacher retention – be part of the research!
Get involved in In phase 2 of our research, where we are continuing to build the evidence base on flexible working!
Next Generation Assessment Project
Funded by the Comino Foundation, the project is led by Dr Laura Kerslake at the Chartered College of Teaching and Professor Bill Lucas from the University of Winchester. In the first phase of the project, we will systematically review the research evidence into different ways of carrying out assessment. We will hold a series of […]
Resources for Edtech companies
Building EdTech Evidence course School decision-makers increasingly expect to see clear, credible evidence about what EdTech products are intended to achieve and how impact is demonstrated. This free short course will support you to build evidence that builds trust in your product. You can read more about the course here and enrol via the button […]
Resources for educators
EdTech Check EdTech Check is an evidence evaluation tool created to support educators make informed EdTech choices. Do you use EdTech in your classroom? Do you make EdTech purchasing decisions in your school? EdTech Check is an EdTech evidence evaluation tool that provides you with practical questions that will help guide your thinking and research […]
Why the science of learning is a 1000-piece puzzle (with lots of missing pieces)
Dr Lisa-Maria Müller, Head of Research and Policy, Chartered College of Teaching, discussed how at the Global Alliance for the Science of Learning, practitioners championed teacher voices, nuanced evidence use, balanced pedagogy, belonging and diversity to avoid simplistic implementations and unintended consequences.
Teacher retention: Building the evidence base on flexible working
In collaboration with UCL Institute of Education, we carried out research funded by the Education Endowment Foundation (EEF) to understand more about offsite PPA in primary and secondary schools.