Louise Couceiro, Rebecca Eynon, Laura Hakimi
ABSTRACT Drawing on three ethnographic studies of secondary schools in England, this article makes a case for “socio‐technical audits”—a method combining technological walkthroughs with observations, workshops, and interviews—as part of ethnographic inquiry. A case example is presented to illustrate how the integration of socio‐technical audits enables articulation of the underlying logics of technologies, while producing empirically grounded, contextually situated accounts of how technologies are interpreted, negotiated, and embedded within everyday educational practice.