This paper presents a critical analysis of the multifaceted intermediary role played by ed-tech (educational technology) consulting providers in the realm of educational governance. The study draws on multidisciplinary research and uses illustrative examples from Germany to outline their impact on the integration of digital technologies in schools. By employing an analytical framework that encompasses three key perspectives—policy, pedagogy, and economics—the paper explores the complexities of consultancy between governance actors, sectors, and fields of knowledge. Considering these dimensions together, the study offers a comprehensive understanding of ed-tech consulting, shedding light on its influence on policy enactment, educational practices, and economic value chains. It underscores the challenges and tensions that consultants must navigate, while raising concerns about their potential to pre-empt pedagogical decisions and diffuse commercial interests into educational settings. As such, this paper aims to provide a conceptual foundation for investigating these ambiguities, with the goal of stimulating further research into the growing field of ed-tech consulting.

中文翻译：

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探索德国教育技术咨询的中介作用：介于政策、教育学和经济学之间

本文对教育技术咨询提供商在教育治理领域所发挥的多方面中介作用进行了批判性分析。该研究借鉴了多学科研究，并使用德国的说明性例子来概述其对学校数字技术整合的影响。通过采用涵盖政策、教育学和经济学三个关键视角的分析框架，本文探讨了治理参与者、部门和知识领域之间咨询的复杂性。综合考虑这些维度，该研究提供了对教育技术咨询的全面理解，揭示了其对政策制定、教育实践和经济价值链的影响。它强调了顾问必须应对的挑战和紧张局势，同时引发了人们对他们有可能先发制人的教学决策并将商业利益扩散到教育环境的担忧。因此，本文旨在为调查这些模糊性提供概念基础，以促进对不断发展的教育技术咨询领域的进一步研究。