Use of Educational Technology in Inclusive Primary Education
A recent article published on
February 25, 2025, in University College London’s member
publication (Vol 14, 2025) outlines a protocol for a systematic review
examining the role of educational technology (EdTech) in supporting inclusive
primary education for students with special educational needs and disabilities
(SEND) in high-income countries. Authored by Erica Ranzato, Catherine Holloway,
and Maryam Bandukda, the study aims to address gaps in understanding current
classroom practices, policies, and the impact of the COVID-19 pandemic on
EdTech use in inclusive settings.
The review, guided by PRISMA-P standards, will analyze
peer-reviewed studies from 2016 to 2024, focusing on qualitative and
quantitative research exploring EdTech’s design and application for primary
school students with SEND. The authors conducted a comprehensive search across
databases like ACM, ERIC, Scopus, and Web of Science in July 2024, identifying
547 records for screening. The process includes rigorous title/abstract and
full-text reviews, with independent reviewers ensuring reliability.
While results are pending (expected submission for publication by January
2025), the study promises to deliver critical insights into how EdTech
overcomes learning barriers, enhances inclusive education, and adapted during
the pandemic. This evidence will be valuable for educators, policymakers, and
technologists aiming to create equitable learning environments.
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