The use of digital technologies to support learning. Approaches in this area are very varied, but a simple split can be made between:
Overall, studies consistently find that digital technology is associated with moderate learning gains (on average an additional four months). However, there is considerable variation in impact. Evidence suggests that technology should be used to supplement other teaching, rather than replace more traditional approaches. It is unlikely that particular technologies bring about changes in learning directly, but different technology has the potential to enable changes in teaching and learning interactions, such as by providing more effective feedback for example, or enabling more helpful representations to be used or simply by motivating students to practise more.
There is some evidence that it is more effective with younger learners and studies suggest that individualising learning with technology (one to one laptop provision, or individual use of drill and practice) may not be as helpful as small group learning or collaborative use of technology. There is clear evidence that it is more beneficial for areas like writing rather than spelling or mathematics practice rather than problem solving.
There is extensive evidence across age groups and for most areas of the curriculum which shows positive impact on learning. However, the variation in effects and the range of technologies available suggest that it is important to evaluate the impact on learning when technology is used. The pace of technological change means that evidence is usually about yesterday’s technology rather than today’s, but average impacts have remained consistent for some time, implying that general messages are likely to remain relevant.
The costs of investing in new technologies – for example, purchasing new hardware – can be high, but most schools are already equipped with hardware such as computers and interactive whiteboards. Digital technology approaches often also require additional training and support for teachers. Schools rarely budget for these even though they are often essential in ensuring the technology is properly used. Expenditure is estimated at £300 per pupil for equipment and technical support and a further £500 per class (£20 per pupil) for professional development and support. Costs are therefore estimated as moderate.
Effective use of technology is driven by learning and teaching goals rather than a specific technology: technology is not an end in itself.
Are you clear about how you expect the introduction of technology to improve learning? New technology does not automatically lead to increased attainment.
Technology should support pupils to work harder, for longer or more efficiently to improve their learning.
Motivation to use technology does not always translate into more effective learning, particularly if the use of the technology and the learning outcomes are not closely aligned.
Teachers need support and time to learn to use new technology effectively. This involves more than just learning how to use the technology; it should include support to understand how it can be used for learning.