Education technology (EdTech) carries enormous potential to transform learning, particularly for those that have historically struggled to access more traditional learning content. By providing multiple ways in which students can interact with the curriculum, from Braille machines and FM radios to screen readers and augmented reality, EdTech can help to make content accessible and engaging. But it is no silver bullet. Alone, EdTech cannot bring about meaningful change in teaching and learning; it cannot simply be airdropped into a struggling school or handed to an overworked teacher. To have any chance of being effective, EdTech must be utilised in appropriate ways by educators and should be seen as one part of inclusive and engaging teaching. This means that any initiative built around the introduction of new technologies must also include adequate training for teachers and school leaders, capacity building for parents and students, and ongoing support. Indeed, any EdTech is only as powerful as the teaching that it is used to support: If lessons are exclusionary at a fundamental level, if they are focused on summative testing and if they promote conformity over creativity and engagement, then any EdTech employed will simply support this. In this chapter, Julia McGeown, the head of inclusive education at Humanity & Inclusion, discusses the potential and the intricacies of using EdTech to create more inclusive learning environments. Through real-world examples and case studies, McGeown explores the opportunities and the challenges associated with using EdTech to make education more inclusive. Her insights serve as a compelling argument for a holistic approach to EdTech delivery—an approach that focuses not primarily on the technology, but on those that will use it and benefit from it.