["British Journal of Educational Technology, Volume 57, Issue 3, Page 674-689, May 2026. ", "\nAbstract\n\nThis article examines recent trends in the data infrastructures of Australian schools. Data interoperability has become integral to school operations as it enables data to flow between the array of applications that are used by the school and the broader school system by using a standardized format. It leads to more efficient, responsive and inclusive school processes. By contrast, a lack of interoperability means staff are called on to manually facilitate data flows, which is a significant drain on a school's time and resources. In response to this issue, we are now seeing the emergence of the single platform solution, notably from big tech companies like Microsoft, with apps to cover all aspects of school life—from precise monitoring of student learning through to expense management and human resources. Interoperability is no longer an issue as all data (ie, personal and operational) is in the one platform ready for analysis via dashboards. I adopt an infrastructure studies approach to analyse the data infrastructures in two schools. I critically examine how and why the issue of data interoperability is pushing schools from a ‘patchwork of platforms’ toward a single platform solution. Drawing on interviews with staff in schools and edtech companies, as well as edtech consultants, I discuss the implications of moving to a single platform and big tech ‘lock‐in’, including how it decreases educator agency and shapes pedagogical design. The paper concludes by reflecting on the impact big tech platformization may have on reshaping teaching and learning and how this could be addressed through programs designed to develop critical understandings of data infrastructures.\n\n\n\n\nPractioner notes\n\nWhat is already known about this topic\n\n\n\nDigital platforms are used extensively in schools and education systems for a wide range of purposes.\n\nData interoperability is important in schools and refers to the flow of data within and between platforms, as well as to education authorities beyond the school.\n\nSchools' data infrastructures have been described as a ‘patchwork of platforms’, with data flows between platforms enabled by a lot of manual teacher work.\n\n\n\n\nWhat this paper adds\n\n\n\nThis paper examines the data infrastructures in two schools as well as broader trends in the edtech market, noting the increasing importance of having edtech platforms that are interoperable, safe and secure.\n\nOne solution to current challenges is the trend toward a single platform to minimize risks and offer seamless data flows across school administration, finance and HR, student and parent portals, learning and education tools, communication tools and data analytics. Microsoft's Connected Schools platform is an archetypal example of the ‘single platform solution’.\n\nThis paper explores how and why two schools are turning toward the ‘single platform solution’ and the implications this has for teaching and learning.\n\n\n\n\nImplications for practice and/or policy\n\n\n\nThe ‘single platform solution’ leads to decreased teacher agency as many teachers can only use applications and tools within the platform.\n\nGiven the compliance and operational resources required to ensure digital platforms are suitable for schools to use, as well as extant ‘backend’ data infrastructures, big tech companies are at a market advantage and therefore have an inordinate impact on teaching and learning.\n\nKey stakeholders in schools, edtech companies and universities should be supported to develop critical understandings of data infrastructures so they can make informed decisions regarding platform procurement.\n\n\n\n\n\n\n"]