Pupil benefits of edtech – Promethean Report 2016

“It is important to remember that educational software, like textbooks, is only one tool in the learning process. Neither can be a substitute for well-trained teachers, leadership, and parental involvement.” Keith Krueger

Technology and pupil engagement

Keeping pupils interested can be difficult, even for the most experienced of teachers. As such, engaging students remains one of the biggest challenges facing teachers today.

Today’s younger generation has grown up surrounded by tech, both at home and in the classroom, so it’s no wonder that technology is touted as a way to solve this problem.

“Students feel more involved in a lesson, particularly with an interactive whiteboard.” Teacher, London

By incorporating real-world technology into lessons, teachers have a new way to keep students engaged, create a positive learning environment, and add extra value and relevance to lessons. However, with just over half of all educators stating that the use of technology for education improves behaviour and engagement levels, is edtech failing to live up to the hype? Or, is it simply not being used correctly? Despite the mostly positive responses, the feedback does indicate that there is an issue with how technology is being implemented in the classroom in some schools.

“Children show a higher level of engagement because it is fun and they don’t see it as learning.” Teacher, Gosport

“Children are too passive when watching clips/animations etc. and tend to go off-task when using laptops and iPads so their work takes longer.” Teacher, Essex

“Here I am talking about behaviour for learning. Too often technology is used as a pacifier in the classroom. Children’s engagement in social media and gaming is significantly having a negative impact on many students’ lives and time available for learning.” Deputy Head Teacher, Saint Helens

These type of responses raise questions about how technology is put to use in the classroom. Ultimately, it is not the technology itself that engages pupils, but how it is used by teachers.

As already established ([LINK] see Section 3: Attitudes towards technology in education), 68% of educators feel that schools are either not allocating enough of their budget to technology, or are investing in the wrong things. Do schools need to do more to ensure that teachers are using the right technology in the right way? And when investing in technology, do schools need to ensure that it is designed with teachers in mind, with real education benefits and established learning outcomes?

“Lots of the stuff used is interactive so children are engaged especially children who find written work challenging. Therefore behaviour is better.” Teacher, Trillick

“Some pupils lack confidence in using technology and can be embarrassed by this and ‘act out’ to compensate for this.” Teacher, Inverkeithing

Technology and pupil behaviour

Technology can be used to reward pupils for good behaviour. For example, parental feedback tools allow teachers to provide instant online feedback on a child’s conduct for everyone, including parents, to see.

Acknowledging and celebrating success is core to creating a positive learning environment for pupils. As such, as well as creating motivated and confident students that are inspired to do their best, reward systems help to raise educational standards while improving behaviour and attendance.

“{Technology) Often engages hard to reach students. Can be tailored to the individual. Can be used individually. Can be used as a reward. Can often be easier for pupils with learning difficulties to access the curriculum and keep them engaged.” Teacher, Leicester

While many educators believe that is teachers who are central to overall standards of conduct, 52% of teachers, and 61.5% of head teachers feel that technology improves pupil behaviour and engagement levels, with less than 8% of all educators believing that it worsens it.

Feedback suggests that it is not the technology itself that changes behaviour but how it is used. Indeed, when technology is shoehorned into schools, it can be a distraction to learning.

8% of teachers believe that technology has a negative impact on pupils’ behaviour, while 52% believe that technology improves behaviour in the classroom – The State of Technology in Education Report 2016

Overall, do you feel that the use of technology for education improves or worsens behaviour and engagement levels?

Chart showing how UK educators feel about whether education technology improves or worsens behaviour and engagement in class

The development of soft skills

In the modern world, employers need employees with soft and hard skills. A core part of the teaching and learning experience, it is vital that pupils develop skills such as cooperation, emotional intelligence, and teamwork to prepare for further education and entering the workplace.

A significant majority of educators believe that technology has a positive impact on pupils’ research and technical literacy. However, teachers also believe that technology either hinders, or has no impact on, a student’s interpersonal, initiative, emotional intelligence, time management, teamwork, and leadership skills.

Again, feedback indicates that there is an issue with how technology is being implemented in some schools.

“It is difficult to develop emotional and relationship-building skills when you are working with a computer rather than other people.” Promoted Teacher, Isle Of Man

“Increased use of technology by students extends well beyond the classroom and does not necessarily help in every area of their education. A lack of social interaction through increased reliance on technology to communicate is resulting in students growing up with poor interpersonal skills.” Network Manager, Saltburn-by-the-Sea

However, used correctly, by integrating technology into the classroom and making it a core part of the learning experience, teachers can inspire engagement, collaboration, creativity, and critical thinking.

Is a change in learning style is essential to ensure that 20th-century teaching methods are aligned with 21st-century advancements in technology?

93% of educators believe that technology helps to improve pupils’ research skills and 84% of educators believe that technology helps to improve pupils’ technical literacy – The State of Technology in Education Report 2016

“Good teaching leads to the appropriate and effective use of technology to enhance many areas of learning.” Deputy Head Teacher, Lingfield

Which soft skills do you feel are helped or hindered by technology?

Graph showing the soft skills UK educators feel are helped or hindered by edtech

Continue reading… The future of education technology or return to contents page.