The global conversation around educational technology, commonly called EdTech, has heated up in recent months with renewed focus on its impacts in classrooms, on young minds, and on the future of learning. Much of this debate has been driven by critiques emphasising the dangers of screens in education and questioning whether technology truly enhances learning or simply distracts from it. A widely discussed argument from UK-based public figure Sophie Winkleman brought these concerns to the fore in a recent online interview, prompting educators, parents, and policymakers to reflect on the role that digital tools play in schooling systems around the world, as reported by thebftonline.com.
Winkleman’s message struck a chord with many people. Her emphasis on excessive screen time, shallow engagement with digital content, and the hasty introduction of untested technology in classrooms triggered a wider reassessment of EdTech’s value. Yet, while her observations highlight real issues, the framing of the problem into an either-or choice between unregulated technology and a complete return to analogue methods fails to capture the complex reality of education today.
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The Limits of a Binary Choice in Education Technology
Critics of EdTech often paint the situation as a stark binary: either accept all technology in education and risk eroding traditional learning, or reject digital tools entirely in favour of familiar books, pens, and classroom routines. This perspective is rooted in genuine worries about digital distractions and weak evidence behind many commercial products. Research from global educational bodies and independent academic studies has shown that, in some cases, poorly implemented technology can fracture students’ attention, diminish deep reading capabilities, and encourage surface-level engagement rather than critical thinking. Winkleman’s point aligns with these concerns, resonating especially with audiences in high-income countries where access to quality traditional schooling remains strong.
But this binary framing does not hold up when considered against the varied and complex realities of education systems across different regions, particularly in Africa. In many parts of the continent, classrooms are overcrowded, textbooks are scarce, teacher shortages are chronic, and infrastructure is limited. In these settings, the choice is not simply between accepting all technology or abandoning it. Instead, educators and policymakers face urgent questions about how to harness innovation in ways that improve equity, access, and learning outcomes without causing harm.
The real issue is not EdTech itself. The problem lies in how technology is governed, integrated, and aligned with public education goals. When digital tools lack a governing ecosystem—complete with standards, incentives for quality, and protections for learners—the potential for harm rises. Technology becomes a distraction rather than a scaffold for learning. But this does not mean the solution is to retreat entirely from digital tools. It means redesigning systems so that technology serves education, not the other way around.
African Innovations: EdTech with Purpose
Across Africa, educators and innovators are tackling this challenge by building frameworks that prioritise governance, public interest, and contextual needs. These efforts aim to move beyond the false dichotomy of ungoverned adoption versus outright rejection, focusing instead on creating EdTech ecosystems that are responsible, purposeful, and grounded in evidence of educational impact. Initiatives such as the African EdTech 2030 Vision and the development of a Digital Public Infrastructure for Education (DPI-Ed) are examples of this shift. These frameworks emphasise shared standards, open infrastructure, and alignment with pedagogical goals rather than engagement metrics or commercial incentives.
A key feature of these models is the design of technology that is “offline-first,” recognising that reliable internet access remains a significant barrier in many regions. By prioritising local storage and access with periodic connectivity, these systems expand reach without trapping learners in constant online dependency. Devices can be configured to connect only to approved educational servers, reducing exposure to non-educational content while ensuring that tools support core learning goals.
Incentive structures also matter. Instead of rewarding technology companies based on time spent on devices or user engagement, these new models reward outcomes such as measurable learning progress, mastery of competencies, and teacher support. This shifts the focus from screens as ends in themselves to tools that genuinely enhance teaching and learning. In addition, strong data governance safeguards students’ information, ensuring privacy and ethical use.
By prioritising curriculum alignment, teacher support systems, and interoperability among products, these ecosystems aim to reduce fragmentation. Educators are not left to juggle dozens of unconnected apps and platforms; instead, they work within a framework that supports continuity, assessment, and improvement. This approach not only improves the educational experience for students but also strengthens the role of teachers as facilitators and guides rather than being sidelined by technology.
Why Context Matters in the EdTech Conversation
One reason Africa’s approach offers valuable insights is that the continent faces some of the most severe educational challenges in the world. It is home to a rapidly growing school-age population, widespread shortages of trained teachers, and tight public budgets for education. Under these conditions, simply choosing to reject technology is not a luxury that education systems can afford. Instead, the imperative is to make technology work in ways that respect context, support educators, and improve outcomes for learners.
This perspective flips the common global narrative on its head. Instead of viewing Africa as a region that must catch up with wealthy nations in educational innovation, it positions African solutions as potentially leading global practice. If a disciplined, standards-based EdTech ecosystem can succeed under the constraints faced in many African settings, it could offer a blueprint for other regions struggling with similar challenges. This represents a shift from a one-size-fits-all model pushed by global tech markets to a more nuanced, context-sensitive approach that values educational purpose over commercial gain.
Critics in high-income countries who advocate reducing technology in classrooms may overlook how thoughtful governance frameworks can mitigate the harms they identify while unlocking real benefits. By focusing on alignment with educational goals, prioritising evidence-based tools, and reinforcing teacher agency, educators can avoid the pitfalls of unregulated adoption without abandoning the potential that digital innovation holds.
Conclusion: Beyond the False Dichotomy in Education Technology
The debate around EdTech is more than a clash between tradition and modernity. It is a conversation about values, systems, and choices that shape how young people learn, grow, and contribute to society. Reducing the discussion to a false choice between ungoverned technology and rejection neglects the complexity of educational ecosystems and the potential of purposeful design. What Africa’s evolving EdTech frameworks demonstrate is that technology can be part of the solution when it is governed with intent, aligned with public education goals, and designed with context in mind.
Rather than retreating from digital tools or embracing them blindly, educators and policymakers are finding middle ground rooted in governance, accountability, and purpose. This balanced path recognises both the risks and opportunities of EdTech. It shows that with the right structures in place, technology can strengthen learning, broaden access, and support the teachers and students at the heart of every education system. In this way, the future of education can be shaped not by a simplistic choice but by thoughtful action grounded in real needs and shared aspirations.
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