Did teachers feel confident using edtech during lockdown? Insights from Teacher Tapp

With teachers unable to use traditional face-to-face methods and classroom tools during school closures, they’ve relied on education technology more than ever. However, has it been enough to overcome the challenges of remote teaching and learning?

Our 2020/21 State of Technology in Education report shares candid insights from educators on their use of edtech this year. But first, we take a look at Teacher Tapp’s survey which has been following over 7,000 educators throughout school closures. Here’s how they found using edtech to support remote teaching.

How well equipped were teachers?

The survey shows the majority of teachers didn’t feel adequately equipped for remote teaching. Fundamental facilities were in the minority: around a third said they were able to set and receive work remotely, and only 10% said they had a platform for broadcasting a video lesson.

In addition to insufficient equipment, the survey also revealed staff overwhelmingly wanted more resources and guidance to support them. 62% asked for remote learning strategies, 66% wanted free access to online platforms such as video calling, and 88% wanted free online resources shared for distance learning.

As our State of Technology in Education Reports also show, neglected training presents an issue for effective edtech use. Less than 1 in 5 (19%) told Teacher Tapp they received training in how to support remote learning, with classroom teachers reporting the least training compared to senior staff. Teachers seemed to lack the right provision of equipment and training to best support students’ learning.

How confident were they in using edtech?

Perhaps unsurprisingly, then, teachers reported little confidence in using edtech during lockdown. Less than a quarter (22%) agreed they feel confident in using edtech as a learning resource. Classroom teachers again showed the least confidence, with nearly 10% agreeing less strongly than SLT.

Funding seems to also have an impact upon staff confidence. State primaries expressed the least confidence compared to state secondaries and private schools — indeed, state schools were nearly 10% less confident than private schools. There were different experiences among subjects, too, with English teachers reporting the least confidence, 11% behind Arts teachers.

So, after all these issues, under half of staff (48%) said they’d prefer to provide distance learning if schools closed, as opposed to being redeployed or working in a school to support key workers’ children.

The survey shows that remote teaching hasn’t proved favourable, and there remains a dominant belief in the classroom environment. Want the best edtech for your classroom to support staff and students? Request a free ActivPanel demo to see how the latest front-of-class displays can improve student engagement and attainment.

Read more of Teacher Tapp’s survey findings and view our State of Technology in Education report for comprehensive insight into training issues and schools’ use of edtech.