technology in education uk

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Education, training and skills
Running and managing a school

Using technology in education

Policy documents, support and guidance for education providers on the use of technology in education.

The guidance and reports on this page:

describe the Department for Education’s policy on education technology
support education providers when implementing education technology

Strategy and policy

Policy papers and speeches from the Department for Education (DfE), about the use of technology and digital services in education.

8 June 2023
Policy paper
18 May 2022
23 March 2022
3 April 2019

Guidance for education providers

DfE is setting digital and technology standards for schools and colleges. You should use these standards to support your school or college to use the right digital infrastructure and technology. We will be adding more digital and technology categories to the service.

Meeting these standards can help you make more informed decisions about technology, which will lead to safer, more cost-efficient practices and new learning opportunities for students.

9 November 2023
24 January 2024

Security, privacy and safeguarding

Changing use of technology may require schools and colleges to modify how they fulfil their data management and safeguarding responsibilities.

The National Cyber Security Centre has further information on:

cloud security principles
improving cyber security
cyber defence services

DfE guidance and tools to help schools and colleges keep people safe, and data secure.

1 September 2023
Statutory guidance
20 July 2022
19 April 2020

Buying technology and services

Advice on specific buying processes and finding quality-checked suppliers for schools.

Buying for schools has advice on how to plan and buy what schools regularly need.

20 March 2023

Evidence and research

Recent research, commissioned by DfE, to build the evidence base on technology in education.

Research and analysis
28 November 2023
24 November 2022
30 June 2022
8 June 2022
26 May 2022
24 May 2022
22 March 2022
15 March 2022
24 November 2020

Added 'Generative AI in education: educator and expert views' to the 'Evidence and research' section.

Added 'Technology in schools survey report: 2022 to 2023'.

Added 'Connect the classroom' to the 'Guidance for education providers' section.

Added 'EdTech Demonstrator programme evaluation for 2021 to 2022', 'The education technology market in England' and 'Education technology for remote teaching' to 'Evidence and research'.

Updated some links, headers and language to improve usability and accuracy.

Added 'Assistive technology training pilot evaluation' to research section.

Added a research section with link to assistive technology stakeholder reports.

First published.

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UK schools are leading the way in embracing technology

UK schools top of the global classroom for embracing technology, with majority of parents supportive of remote/hybrid learning

64% of UK schools use technology in everyday teaching and learning practices
55% of parents are supportive of EdTech in the classroom and remote or hybrid learning
57% of UK schools involve students in the planning of technology use in the classroom

The UK education system is a world leader in the adoption and use of technology in the classroom, with teachers, pupils and parents actively involved in the way devices are utilised at school, according to new research released today.

Almost three quarters (64%) of schools in the UK are now embedding technology in everyday teaching and learning practices, using it to transform teaching approaches and learning outcomes.

The findings come from the ‘ Capabilities for Success: What’s Working in EdTech Today ’ whitepaper from SMART Technologies. The research surveyed more than 3,300 global respondents, including more than 419 in the UK, made up of educational leaders, policy makers, administrators, ICT coordinators and teachers. Collected from SMART’s Edtech Assessment Tool between 2018 and 2022, it is one of the largest studies of education technology adoption available and is based on global frameworks and practices such as those from the OECD and ISTE.

Parents support schools’ approach to remote/hybrid learning

The research found parents of children between the ages of 4-19 in the UK are actively engaged with how technology is used inside and outside of the classroom. More than half (55%) are supportive of remote or hybrid learning and have been given the training and tools to support their children. This is compared to an average of only 24% of parents who feel the same across the rest of the world.

More than a quarter (26%) of parents of UK pupils also have significant involvement in technology planning in schools and their children’s digital competencies, which contrasts with a global average of just 16%. Since 2020, the importance of this type of family and community engagement has increased in importance, with schools doing this well reporting higher outcomes.

The COVID-19 pandemic shifted many schools into remote online learning in compliance with local safety guidelines, but despite the return to in-person teaching, the research found that more than a third (39%) continue to develop curriculum content that can be delivered remotely. Less than a quarter (24%) of schools globally, on average, are doing the same.

Alongside parents’ involvement, the research found that UK schools are much more willing to involve students in the planning of technology use in schools too. More than half (57%) say their students are involved in decision-making groups and contribute towards the technologies, content and resources used in the classroom, compared to 40% globally.

As a result of this increased adoption of classroom technology, UK schools are reporting better outcomes for their students and teachers. 84% of schools reported enhanced student preparation in the UK, compared with 78% on average globally. Meanwhile, 76% of UK schools report to have met their teaching and learning goals, compared to just 68% in the rest of the world.

Those schools reporting high outcomes are using a variety of technology in the classroom, including significant increases in the use of collaborative software, assessment software and game-based software as well as pre-created content, in comparison to schools reporting lower overall outcomes.

Jim Knight (Rt Hon Lord Knight), Director of Suklaa and former schools minister, said: “While the pandemic has changed the day-to-day execution of teaching and learning across the world, it also accelerated the evolution of technology adoption, curriculum, and other key elements of learning. The data here suggests that technology like collaborative software and game-based activity supports increased levels of student engagement and leads to improved outcomes holistically.

“The world of work is calling for students to finish their education more holistically prepared for the workplace, with many companies placing more focus on noncognitive skills like communication and collaboration over more traditionally academic skills. It is vital the policy changes accompany these needs, along with renewed support for teachers as they navigate new practice and tools.”

Commenting on the research findings, Giancarlo Brotto, Global Education Advisor at SMART, said: “We have been collecting this research for four years now, and the UK is showing itself to be a prominent leader in EdTech adoption.

“It’s clear from the data that technology use in the classroom is advocated not just by the schools themselves, but among parents and students too. At a time when education was pushed to its limits during the pandemic, it has allowed for new and engaging ways of learning to be introduced and enabled crucial connections that matter between teachers and students, especially during lockdowns when face-to-face learning was taken away from students and teachers alike.”

SMART Technologies’ EdTech Assessment Tool questions educational leaders, policy makers, administrators, ICT coordinators and teachers on their organisation’s technology use and teaching and learning outcomes, supporting a collaborative approach to assessing and prioritising digital strategy.

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Sixty-four per cent of schools use tech everyday

Almost three quarters (64%) of schools in the UK are now embedding technology in everyday teaching and learning practices, coming up top in the global study by SMART Technologies.

The findings come from the ‘Capabilities for Success: What’s Working in EdTech Today’ whitepaper from SMART Technologies. The research surveyed more than 3,300 global respondents, including more than 419 in the UK, made up of educational leaders, policy makers, administrators, ICT coordinators and teachers. Collected from SMART’s Edtech Assessment Tool between 2018 and 2022, it is one of the largest studies of education technology adoption available and is based on global frameworks and practices such as those from the OECD and ISTE.

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After Covid, will digital learning be the new normal?

Schools have embraced apps and remote classes in the past year. Some see benefits in virtual learning but others fear the impact on disadvantaged children and privatisation by stealth

H istory is likely to record that Britain’s teachers were better prepared for Covid-19 than government ministers. With cases rising in Europe, 14 schools in England had already closed their gates by the end of February 2020. When senior staff at Barham primary school began drawing up contingency plans on 26 February, they realised they needed to up their use of digital technology.

They decided to upload work daily to ClassDojo, a popular app they were already using to communicate with parents. The problem was some parents, many of whom do not speak English as a first language, didn’t have the app. When, three weeks later, it was announced that UK schools would close to most pupils with just two days’ notice, Barham’s staff, especially the Gujarati, Tamil and Hindi speakers, took to the playground, digital devices in hand, to help parents get connected.

“We decided ClassDojo was a non-negotiable,” says Laura Alexander, a senior leader at the school and nursery attended by 930 children aged three to 11 in Wembley, London. “Every single parent had to be on there so we could communicate with them and get work to the children.”

Ensuring they could distribute work remotely was just the first of many challenges staff at Barham faced as they turned towards greater reliance on education technology, or edtech, in response to Covid-19. They were, of course, far from alone. By April, the pandemic had forced almost 1.6 billion children and students out of their schools and universities worldwide, putting many of their teachers on a steep edtech learning curve. And now, with UK schools having closed to the majority of pupils again on 5 January, teachers are back to providing mostly remote lessons.

For some, the resulting global edtech boom is long overdue. Andreas Schleicher, head of education at the Organisation for Economic Co-operation and Development (OECD), has described the pandemic as creating “a great moment” for learning. In May, New York governor Andrew Cuomo publicly questioned why physical classrooms still exist at all, as he announced that former Google CEO Eric Schmidt and Bill Gates would help rethink education in the state.

Sceptics, however, warn that a “digital divide” further widens existing attainment gaps and inequalities faced by disadvantaged children. Others say schools are ill-equipped to protect their pupils’ data, and that the growing role of commercial interests both within state education and through a booming direct-to-consumer edtech market amounts to privatisation by stealth.

At the end of March, with such short notice of the shutdown, most UK schools turned to their existing digital tools to help their pupils continue learning. For some this meant simply uploading links to worksheets to school websites, while others gave live lessons via video conferencing. It didn’t take long for problems to emerge.

“We were putting work on ClassDojo but the children couldn’t send me back the work, so they weren’t getting the feedback they need,” says Alexander, who was teaching year four pupils at Barham last spring. In the summer the school began transitioning to Google Classroom, as a more interactive remote learning tool, and set up face-to-face lessons via Google Meet for those unable to return or self-isolating. Pre-Covid, Google had already gained a dominant position in many schools by providing its edtech tools free or at low cost. In the first month of the pandemic, the number of active users of Google Classroom doubled to 100 million .

The government has helped facilitate Big Tech’s expansion in education. In late April, it announced a scheme to provide free technical support and training in Google and Microsoft education digital tools. More than 6,500 primary and secondary schools in England – over a quarter of the total – signed up. Since then, some 2.4 million new user accounts have been created for the two platforms. In April Google donated 4,000 free Chromebooks and 100,000 wifi hotspots for students in rural areas of California for home learning.

Critics like the writer Naomi Klein say the tech giants were quick to see Covid-19 as an opportunity to accelerate their ambitions in education. In June, for example, Microsoft published a position paper called Education Reimagined . It starts: “The fallout from Covid-19, continuing advances in digital technology, and intensifying pent-up demand for student-centred learning have combined to present an unprecedented opportunity to transform education across whole systems.”

But will schools continue their digitally enhanced approach, post-pandemic? Investors certainly think so. Global investment of venture capital in edtech more than doubled from $7bn in 2019 to a record $16.1bn in 2020, according to market intelligence consultancy HolonIQ.

Others too believe the shift will be permanent. “Covid has given an impetus to schools to adopt, roll out and use more of the functionality of edtech tools,” says Hannah Owen, of the Nesta innovation foundation. “It’s likely, and optimal, that we’ll move to blended models, where remote and digital platforms support in-person classroom teaching, and contribute to minimising teacher workload.”

Many school leaders are concerned that more tech-based teaching may add to the relative advantages already enjoyed by wealthier pupils . Research by the Sutton Trust found, for example, that 30% of middle-class pupils were doing live or recorded online lessons at least once per school day, compared to 16% of working-class pupils. Those at private schools were more than twice as likely to do so than those at state schools.

Teachers at Barham provide paper-based home learning packs for the average of three or four pupils per class that don’t have digital access. “Most of the children have the tech in some form, but it might be using Dad’s mobile phone before he goes to work, or on a flatscreen TV in the living room,” says Karen Giles, headteacher at Barham, where many pupils live in multiple occupancy homes. “The lack of equity in this situation means that those children who are without are more disadvantaged, and children with advantages are more advantaged. I’m determined to close that gap.”

Giles tried to do that partly by taking up the government’s offer of help. The Department for Education says that it has provided more than 800,000 laptops and tablets for disadvantaged pupils in response to Covid-19. Barham’s allocation of 20 was cut to just six when the department changed its provision criteria in October. The Sutton Trust reported earlier this month that just 10% of teachers in England said all their pupils had adequate access to devices and the internet.

The digital divide isn’t, however, just about whether pupils have devices. Children whose parents don’t have the skills or time to help them use online platforms, and troubleshoot when needed, are also at risk of falling behind. One study found that schools with more disadvantaged pupils narrowed the gap in usage of online maths platforms with those in affluent areas during lockdown, but achieved lower levels of student engagement .

“Teachers are quite adept at looking out at the classroom and quickly assessing who has got it and who has questions,” says Audrey Watters, a US journalist who has been covering edtech since 2010 . “That’s a lot harder to do with video conferencing software or digital worksheets.”

Others, however, believe teachers could use digital tools to better identify who most needs their help. “Used well, learning analytics and big data can help teachers see in a new way how those different students learn differently, and to engage with them differently,” says Schleicher.

Privacy campaigners are concerned that teachers, never mind parents and children, are unable to keep track of what edtech companies are doing with pupil data. When schools sign the G Suite for Education Agreement , for example, they agree Google makes “commercially reasonable changes” to their terms “from time to time”.

“The terms and conditions for many of these products are pages long, hard to follow, change frequently, and schools don’t send them to parents anyway,” says Jen Persson, of the campaign group Defend Digital Me . “So it’s very hard to understand how Google or anyone else processes a child’s data.”

In September, the Washington-based International Digital Accountability Council reported that 79 of 123 edtech apps it examined shared user data with third parties. This could include names, email addresses, location data and device IDs. It found, for example, that the popular language learning app Duolingo was sharing user IDs with outside parties including Facebook.

Schleicher dismisses such fears. “When you watch Netflix you contribute to the data systems and that will help with customisation. That’s how big data works. I don’t think we should put education in a different box.”

Edtech companies, both large and small, have seen major user number growth thanks to Covid-19. Critics fear this could lead to the erosion of some core principles of state provision. “If we understand privatisation as the provision by the private sector of services traditionally provided by the state, then during the pandemic, a vast part of schooling in the UK has been privatised,” says Ben Williamson, an education researcher at the University of Edinburgh. “Getting into schools, at very large scale, positions Google, Microsoft and others to keep rolling out their new model of ever-more digital schooling, based on data analytics, artificial intelligence and automated, adaptive functions.”

Williamson is not alone in warning that the pandemic is driving a form of stealth privatisation. “Once schools become dependent on the tech giants’ systems for teaching in class, homework, management and communications, and once a certain threshold is reached in the number of schools they operate in, then the state delivery of education becomes entirely dependent on private companies,” says Persson.

A queue of vehicles lining up to receive iPads and Chromebook laptops for students to use in remote learning at Indian Hills Elementary School in Round Lake Heights, Illinois, in April last year.

Meanwhile, there has been a huge growth in the direct-to-consumer digital education market during the pandemic, highlighted in “Commercialisation and privatisation in/of education in the context of Covid-19” , a report co-authored by Williamson and published by the international teaching union umbrella organisation Education International in July.

While edtech has many critics, there are also plenty who highlight potential benefits. Bukky Yusuf is a senior leader and science lead at the Edith Kay school, an independent secondary in Brent, north London, which specialises in special educational needs provision. She was concerned about switching to greater edtech use because many of her pupils thrive through active, hands-on engagement.

Yusuf was, however, pleasantly surprised, saying it helped students engage better, gain more control over their learning and work in ways that suited their needs. “A virtual learning set-up also helped minimise anxieties for some, as they had options about when and how they could engage, through video, audio or a chat feature.”

Having organised their own digital training sessions, staff at Barham say they now feel better prepared to teach remotely. Teachers there have found that combining traditional classroom and online teaching has increased parental engagement, enhanced pupils’ computer skills and improved monitoring of teaching standards. “We’re for ever changed,” says Alexander. “Blended learning works for both staff and children. Sometimes on Google Classroom, you see a child saying ‘I’m not sure how to do that’, and then you see a trail of children saying ‘Try this, try that, I did this’. Five minutes later, you go on as class teacher and they’ve sorted it out themselves.”

Those voicing concerns stress they are not against digital tools per se. Rather they question the growing role of those with financial interests in edtech in determining how they are used and in shaping the way schools are run. “Big-tech billionaires have an oversized influence in shaping education policy,” says Watters. “Some of these companies pay very, very low taxes, and their responsibilities are to start contributing properly in taxes, not to provide free Chromebooks. We need schools to be more about what the public wants and not what edtech companies want them to look like.”

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Articles on Technology in Education

Displaying 1 - 20 of 21 articles.

Do smartphones belong in classrooms? Four scholars weigh in

Louis-Philippe Beland , Carleton University ; Arnold Lewis Glass , Rutgers University ; Daniel G. Krutka , University of North Texas , and Sarah Rose , Staffordshire University

ChatGPT is the push higher education needs to rethink assessment

Sioux McKenna , Rhodes University ; Dan Dixon , University of Sydney ; Daniel Oppenheimer , Carnegie Mellon University ; Margaret Blackie , Rhodes University , and Sam Illingworth , Edinburgh Napier University

5 challenges of doing college in the metaverse

Nir Kshetri , University of North Carolina – Greensboro

Six benefits that the metaverse offers to colleges and universities

School tech: teachers explain what they need to make it work better

Craig Blewett , University of KwaZulu-Natal

Marrying technology and home language boosts maths and science learning

Mmaki Jantjies , University of the Western Cape

Why putting the words ‘learning’ and ‘Facebook’ together isn’t an oxymoron

Technology can help kids learn, but only if parents and teachers are involved

Yashwant Ramma , Mauritius Institute of Education

To stay in the game universities need to work with tech companies

Martin Hall , University of Cape Town

It’s true, internet surfing during class is not so good for grades

Susan Ravizza , Michigan State University

Why schools shouldn’t approach technology like businesses once did

Schools must get the basics right before splashing out on technology

Technology is no longer a luxury for universities – it’s a necessity

Michael Rowe , University of the Western Cape

Which digital books work best in the classroom?

Natalia Kucirkova , The Open University

Why replacing teachers with automated education lacks imagination

George Veletsianos , Royal Roads University

Unlocking the habits of Britain’s smartphone generation

Leslie Haddon , London School of Economics and Political Science

The value of MOOCs lies with employers

Dan Jerker B. Svantesson , Bond University

How to choose the best educational app for your child

Videogames should be a teacher’s best friend

Michael Kasumovic , UNSW Sydney

As laptop scheme ends, what next for families and learning?

Jason M Lodge , The University of Melbourne

Top contributors

Associate Professor in Education & Technology, University of KwaZulu-Natal

Professor of Management, University of North Carolina – Greensboro

Professor, University of Stavanger

Professor of learning technologies, University of Minnesota

Professor, Bond University

Adjunct Lecturer, University of Sydney

Senior researcher and visiting lecturer in the Department of Media and Communications, London School of Economics and Political Science

Director of Centre for Postgraduate Studies, Rhodes University & Visiting Research Professor in Center for International Higher Education, Boston College, Rhodes University

Associate Professor in Physiotherapy, University of the Western Cape

Associate Professor of Psychology, Michigan State University

Emeritus Professor, MTN Solution Space Graduate School of Business, University of Cape Town

Professor & Head, School of Science & Mathematics, Mauritius Institute of Education

Associate Professor in Information Systems, University of the Western Cape

Associate Professor, Department of Learning and Teaching Enhancement, Edinburgh Napier University

Associate Professor, Rhodes University

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Why technology in education must be on our terms

Cameroon school children learning to use computer in classroom

The relationship between technology and education has been a topic of interest for decades. While technology presents remarkable opportunities, it's essential to approach its integration thoughtfully and responsibly. The 2023 Global Education Monitoring (GEM) Report offers valuable insights into how technology has transformed education, its benefits, limitations, and the challenges associated with its implementation.

The flagship UNESCO report highlights the lack of appropriate governance and regulation, especially amidst rapidly emerging generative artificial intelligence tools. It urges countries to urgently set their own terms for the way technology is designed and used in learning so that it never replaces in-person, teacher-led instruction, and supports quality education for all. Here are some insights from the report.

What has been the evolution of technology in education?

While the use of technology in education dates back to the emergence of radio in the 1920s, it's the digital technology of the last 40 years that holds the greatest potential for educational transformation. This period has witnessed a revolution in content distribution, learning management systems, testing methods, and language instruction. From augmented reality to personalized tutoring, technology has reshaped our learning experiences. Recent advancements in artificial intelligence have amplified the capabilities of educational technology, even raising questions about the role of human interaction in education.

What is the impact of technology on learning?

Technology undeniably enhances learning in specific contexts. However, it is crucial to recognize that a one-size-fits-all approach does not apply. Digital technology's primary contributions to learning lie in its ability to personalize instruction and extend available learning time. Additionally, it fosters engagement by encouraging interaction and collaboration among learners. Notably, the report highlights that technology need not be cutting-edge to be effective. For instance, in China, providing high-quality lesson recordings to rural students resulted in a 32% improvement in outcomes and a 38% reduction in urban-rural learning gaps.

How do we evaluate technology's effectiveness in education?

The report emphasizes that evaluating technology's impact must focus on learning outcomes rather than the mere implementation of digital tools. Cases such as Peru, where laptops were distributed without integrating them into pedagogy, demonstrate that technology alone doesn't guarantee improved learning. Similarly, exclusive reliance on remote instruction in the United States widened learning gaps. The report further warns against inappropriate or excessive technology use, citing instances of negative links between excessive ICT use and student performance.

How reliable is the evidence?

The rapid evolution of technology often outpaces its evaluation. Evidence primarily comes from affluent countries, raising concerns about generalizability. The report reveals that a mere 7% of education technology companies in the United Kingdom conducted randomized controlled trials, reflecting a lack of rigorous evaluation. The challenge of isolating technology's impact from other factors complicates precise assessment. Additionally, the influence of technology companies on evidence generation poses credibility challenges.

What are the recommendations for effective integration of technology in education?

As artificial intelligence gains prominence, the report emphasizes that not all technological change equates to progress. The adoption of technology must be guided by a learner-centric, rights-based framework, ensuring appropriateness, equity, evidence-based decisions, and sustainability. The report presents a four-point compass for policy-makers:

Look down: Evaluate the context and learning objectives to ensure technology choices strengthen education systems.
Look back: Prioritize marginalized groups to ensure that technology benefits all learners and narrows educational disparities.
Look up: Ensure evidence-based decision-making and consider hidden long-term costs before scaling up technology initiatives.
Look forward: Align technology integration with sustainable development goals, considering financial implications, children's well-being, and environmental impact.

Technology in education: A tool on whose terms

From 4 to 7 September, UNESCO's Digital Learning Week will gather policy-makers, practitioners, educators, private sector partners, researchers and development agencies to jointly explore how public digital learning platforms and generative AI can be steered to reinforce and enrich human-centered quality education.

Download the 2023 GEM Report
Read the press release
Join the conversation on social media via #TechOnOurTerms
More on the Global Education Monitoring Report
More on UNESCO's Digital Learning Week

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Subregional seminar "Priorities for Youth in the Digital World: Jobs and Education"

Funding opportunity: Teaching, learning and uses of technology in UK schools: education research programme 2022

Apply for funding to join a research programme exploring:

teaching and learning, with a focus on teachers and their training, supply and retention
the uses of technology in teaching and learning.

Principal investigators must be based at a UK institution eligible for ESRC funding. Co-investigators can be from other non-academic sectors.

Your project must be social science-led and at least 50% within ESRC’s remit.

The full economic cost (fEC) of your project can be between £400,000 and £850,000. The total fund is up to £6 million at 100% fEC, we will fund at 80% fEC.

Your project must start on 1 December 2022 and can last up to three years.

Who can apply

Principal investigators must be based at a UK institution eligible for ESRC funding. That organisation will be responsible for submitting the grant application to UK Research and Innovation (UKRI).

Collaborations beyond academia are encouraged. UK co-investigators can be from other sectors, including:

third sector and non-profit organisations
government organisations
public sector research establishments.

Standard ESRC eligibility rules apply. Read more about individual and institutional eligibility in the ESRC research funding guide .

What we're looking for

This is an exciting and unique opportunity to be part of an ambitious new programme of research that will strive to make a difference to education in the UK.

This opportunity aims to fund research projects that will collectively build new interdisciplinary research capacity in education, around two interrelated priority themes:

teaching and learning, focusing on the role of teachers, their training, supply and retention

Your project must:

address one or both of these priority themes in the context of compulsory education, within one or more of the UK’s four nations and jurisdictions
build partnerships with stakeholders to bridge boundaries between research, policy and practice.

The projects will form a new education research programme, led by Professor Gemma Moss, the Programme Director . Professor Moss was the successful applicant following ESRC’s call for a research director in 2021 .

The programme will address key challenges in policy and practice in different parts of the UK.

Projects will make a significant scientific contribution by strengthening the evidence base underpinning research-informed practice in education, leading to improvements in professional and policymaker knowledge.

By developing a more robust understanding of the factors affecting the quality of teaching and learning, project outcomes are intended to have positive impacts on the lives of children and their families over the long term.

To contribute to the broader programme, projects are expected to:

involve joint working with practitioners, policymakers and other stakeholders to bridge boundaries between research, policy and practice in new ways
consider various aspects of local, regional and national contexts that help determine what works, for whom, in what circumstances and why
address issues in policy and practice that are relevant to the devolved nature of primary and secondary education in the UK and the different priorities of the four nations and jurisdictions of the UK.

Projects must be social science-led and at least 50% within ESRC’s remit.

Successful projects must start on 1 December 2022.

ESRC welcomes any methodological approach, whether quantitative, qualitative or mixed method in nature. We also encourage the use of interdisciplinary and multidisciplinary approaches.

The sections that follow provide further clarification on the scope and remit of this funding opportunity.

Indicative research topics

Potential areas of research may include, but are not limited to:

the local and national factors driving teacher supply, retention and mobility in the four nations and jurisdictions of the UK
preparing teachers with the lifelong knowledge and skills to meet the challenges of teaching in diverse contexts
the contribution made by different forms of initial teacher education, continuing professional development and research co-partnerships to professional knowledge and the exercise of professional judgement
teaching in response to community challenges, for example in contexts that are high poverty, rural or remote, high unemployment, high diversity or marginalised
connecting what works with what matters: teachers’ roles in agenda setting for research and knowledge co-production
preparing for teaching in a digitally connected world
digital inequalities, their impacts on pupils and ways to mitigate them
ethical and professional questions posed by ‘big data’ and technology in education
teaching for digital citizenship
pedagogies and technologies that make a difference in practice
practitioner, pupil and family perspectives on the switch to using digital technologies to support learning during COVID-19, and any implications longer term.

The above are examples of research topics that could be pursued within the two interrelated priority themes. Some applicants may wish to situate their proposal within one or more of these research topics. Others may wish to suggest new areas or topics within the two broad priority themes.

Proposals should explain how the research relates to one or both priority themes. They must clearly identify the project’s original contribution to the existing evidence base and its relevance to policy or practice in the light of the programme’s broader aims.

ESRC welcomes projects of varying scope and scale that can demonstrate a direct contribution to the aims of the programme.

Recognising the devolved education systems in the UK

There are important differences between the education systems of England, Wales, Scotland and Northern Ireland.

We welcome projects that will undertake comparative research across the four UK nations and jurisdictions on issues of wide relevance. Equally, we welcome projects that will focus on relevant regional differences within England or one of the devolved administrations (Wales, Scotland and Northern Ireland).

All proposals should explain how their research relates to one or more of the four UK nations and jurisdictions, their research needs, and policy and practice challenges.

Developing partnerships between research, policy and practice

The projects that we fund should have a strong emphasis on finding new ways of working collaboratively with practitioners, policymakers and other stakeholders. These should be appropriate in scope and scale to the project’s research questions and design.

Proposals should specify why the partnerships they seek to develop are appropriate to the aims and objectives of the project.

They should explain how they will develop and nurture these partnerships during the lifecycle of the project by considering factors that may constrain or enable partnership working, and the resources they will need to dedicate to this.

Working collaboratively as part of the research programme

Successful applicants will be expected to work collaboratively with other grant holders and share knowledge, including perspectives on issues that arise from partnership working over the length of the programme.

This collective discussion will be used to develop new approaches to research-informed practice within the education field.

The research director will organise a series of seminars and workshops throughout the programme to support collaboration and coordination. Programme-level activities will be largely funded from the director’s budget.

However, individual project teams should also allocate additional resources to support their participation in programme-level events and to enable collaborative activities with other grant holders in the programme.

Applicants should specify how they plan to work collaboratively as part of the programme, and the resources and mechanisms they will put in place to ensure this.

Ineligible costs and activity

We will not fund:

projects that do not focus predominantly on issues relevant to the UK
proposals that are deemed to be less than 50% social science
PhD studentships.

How to apply

Applications must be made through the Joint Electronic Submission system (Je-S) .

To be able to do this, your host organisation must be registered for Je-S, and you must hold a Je-S account. If you are unsure about this, you should contact your research organisation’s research office for further guidance.

Please read the attached Je-S guidance for in-depth information about the application process.

Proposals will need to show 100% of the full economic cost of the proposed research. ESRC will fund 80% of the full economic cost.

When applying, select ‘new document’, then:

council: ESRC
document type: standard proposal
scheme: research programme
call/type/mode: education research programme 2022.

Your application must include the following attachments:

case for support
justification of resources
data management plan (for grants planning to generate data)

Other attachments should be included where necessary. Please see the attached Je-S guidance for details.

For help and advice on costings and writing your proposal, please contact your research office in the first instance, allowing sufficient time for your organisation’s submission process.

How we will assess your application

Proposals will be reviewed by a pool of experts covering a range of relevant disciplinary areas.

Your proposal will be sent to a minimum of three reviewers. You can nominate up to two academic and two non-academic reviewers. We will only invite one nominee to assess your research proposal and may decide not to approach any of your nominated reviewers.

Reviewers are invited to assess each proposal based on its individual merit.

If a proposal meets the standard ESRC minimum quality threshold, the principal investigator is given the opportunity to respond to the reviewers’ comments.

Proposals are then assessed by a specially convened expert commissioning panel, taking into consideration the scores and comments of the reviewers. This panel includes non-academic experts.

The panel will evaluate proposals on their individual merits, in addition to providing a comparative assessment of all the proposals. The panel will make a final funding recommendation to ESRC.

ESRC will then make a final decision on which proposals to support, selecting those proposals rated highly against the assessment criteria outlined below.

Funded grants will be considered as part of a programme of awards that will collectively deliver ESRC’s education research programme 2022 under the leadership of the programme director.

Assessment criteria

All proposals are assessed using the standard ESRC peer reviewer scoring system against the following assessment criteria.

Fit to the scope of the opportunity

This includes whether the proposal:

addresses one or both of the priority themes outlined
provides a clear account of how the research relates to one or more of the four UK nations or jurisdictions, their research needs, and policy and practice challenges
specifies what partnerships the project will develop, why these are appropriate to the aims and objectives of the project, and how these will be developed and nurtured during the lifecycle of the project, considering factors that may constrain or enable partnership working
sets out plans to work collaboratively with other grant holders as part of the programme and under the overall direction of the programme director, including any appropriate resources and mechanisms needed
is for a project that takes place within the timeframe required.

Research excellence and scientific impact

This includes:

compelling plans for new research within the remit of this programme that has the potential to generate new knowledge and lead to new insights
clearly described and justified research methods and research design
clearly described and justified data management and access plans that identify the risks to, and mitigations for, accessing, managing and sharing data, if data management is part of the proposal.

Outcomes, impact and engagement

This includes whether:

the proposal sets out clear and achievable outcomes that demonstrate evidence of the research’s planned impact and that go beyond a list of outputs
the project has practical outcomes, a policy impact or both
there is evidence of carefully considered and realistic plans for engagement and knowledge exchange, which maximise opportunities for academic, societal, economic and user impact
there is a clear commitment to work constructively and proactively with other grant holders from this funding opportunity, in order to maximise the impact of the programme as a whole.

Value for money

the funds requested are essential for the work
the importance and scientific potential of the project justify funding on the scale requested
there is a clear allocation of duties and responsibilities, if your proposal includes more than one person
the proposal represents good value for money.

Contact details

Ask a question about this opportunity.

Please address all queries to the ESRC commissioning team (not the programme director) by emailing: [email protected]

Please consult the document additional information for applicants (PDF, 104KB) in the first instance.

Get help with applying through Je-S

Email: [email protected] Telephone: 01793 444164

Opening times

Je-S helpdesk opening times

Additional info

In our delivery plan 2019 , ESRC committed to build research capacity that would inform the design and implementation of the next generation of public services for the UK government and its devolved administrations. This included a commitment to invest core funding in a new programme of research in education.

Supporting documents

Additional information for applicants (PDF, 104KB) Equality impact assessment (PDF, 161KB) Je-S guidance for applicants (PDF, 284KB)

This is the website for UKRI: our seven research councils, Research England and Innovate UK. Let us know if you have feedback or would like to help improve our online products and services .

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How Has Technology Changed Education For Schools?

Author: Antoinette Morris

Posted: 22 Feb 2023

Estimated time to read: 6 mins

Technology has quickly become a staple in schools across the country, but have you ever wondered about the positive effect it's having? Keep reading to find out more.

Nearly two-thirds ( 64% ) of UK schools include technology in everyday teaching and learning practices with experts predicting further growth in the coming years.

In this article, you’ll learn more about how technology has impacted education for pupils of all ages (from primary to secondary school and beyond).

How technology has changed education over the last 20 years

In the past two decades, technology has gone through some incredible changes. For example, only 47% of UK households had a mobile phone in 2000. Today, 84% of UK adults own a smartphone (and many children and teenagers have them as well).

In the education sphere, technology has rapidly spread throughout schools and revolutionised the way students learn. Not too long ago, in more traditional education, a more conventional classroom might have one or two computers for pupils to share. Today, it’s not uncommon for each pupil to have access to their own online tools such as a computer or another smart device.

The following are some key ways that this change has improved education for the better, from collaborative learning to new educational materials:

1. Technological literacy with computers, laptops and tablets

Many classrooms throughout the UK provide pupils with access to devices like computers, laptops, and tablets, helping them develop their technological literacy and get comfortable using a variety of instructional materials, tools and programs for their own learning that are useful in life beyond school.

2. Use of collaborative software

Collaborative software helps pupils work together on projects, while also helping teachers stay connected, assign tasks, plan projects, and more. Students can be miles apart (when taking part in distance learning, for example) and still collaborating on the same piece of work.

3. Easier pupil assessment

Teachers can use assessment software to evaluate pupils, gauge their understanding of various concepts, and identify areas that need improvement.

4. Gamification for increased engagement

Gamification is one of the new learning models that boosts motivation and engagement among pupils, helping them learn in new and more exciting ways. Students participate actively, frequently and in ways that help them learn how to master a range of different skills. With gamified learning software available for everything from touch typing to language learning, incorporating fun into the classroom is made a whole lot easier thanks to technology.

5. Increased communication with video calling

During the height of the COVID-19 pandemic, teachers and students had to connect via video chat instead of face-to-face in the classroom. Although most pupils are participating in in-person learning once more, video communication is still useful and won’t be going away anytime soon ( 39% of schools are continuing remote learning practices in some capacity).

Experts are impressed with the positive effects technology has had on education, and they’re excited to see what the future holds.

Jim Knight (Rt Hon Lord Knight), the director of Suklaa Media & Education and former schools minister, said that the pandemic has “accelerated the evolution of technology adoption, curriculum, and other key elements of learning.” He also noted that data supports the idea of technology, including collaborative and game-based software, increasing “levels of student engagement” and leading to “improved outcomes holistically.”

FAQs: How has technology changed education?

It's not hard to see how technology has taken over the average UK classroom. However, many people — parents and educators alike — still have questions about the technology used in the learning environment and its effect on the learning process and teaching methods

Here are some of the most frequently asked questions, with answers:

How has technology impacted education?

Technology has enhanced learning for pupils by providing new ways for them to learn that are more developed than conventional education. For example, with the help of gamification software, pupils who might usually struggle to stay focused or engaged in the classroom may find it easier to maintain motivation and develop new skills.

As for teachers, technology has helped them support students as well as themselves. For example, the UK Department of Education notes that the use of technology in schools has allowed staff meetings to take place online, maximising teachers’ time and improving collaboration.

In what ways is technology changing education in your school?

Technology is changing education in schools of all types and sizes. The following are some specific changes pupils, teachers, and parents have noticed:

Communication and collaboration: Technology has provided new ways for teachers to interact with students, for students to interact with each other, and for teachers to interact with parents.
Virtual reality: Some schools are incorporating tools like virtual reality (VR) headsets to provide more immersive educational experiences.
Teacher-student connection: Teachers can use technology — such as assessment software — to gain more insight into student performance.

How has technology improved education?

Technology has helped teachers cater to different learning styles and support pupils who might normally struggle to keep up in an old-fashioned classroom setting.

Technology and online learning environments have also improved communication between teachers, students, and parents, making it easier for everyone to get on the same page and work together for the student’s best interests.

What are the benefits of technology in education?

Technology has changed virtually every aspect of education. The following are seven benefits it has to offer pupils, teachers, and parents:

Instant access to a wide range of learning materials (videos, articles, games, etc.)
Improved communication and collaboration skills
More fun and engaging learning opportunities
More opportunities for pupils to learn anywhere and at anytime
Learners can develop new skills and knowledge they wouldn’t have access to otherwise
Educational technology can improve mental and physical health with games, assessments, surveys, and other tools
Technology in education helps pupils and teachers stay up to date with the latest developments and advancements

What are the 3 main benefits of technology in education?

Of the benefits listed above, the following are three of the most important benefits:

Instant access: Pupils can easily find materials that help them develop new skills and expand their knowledge beyond what they could access in a textbook.
Communication and collaboration: Technology helps pupils, teachers, and parents communicate in various ways, allowing for more cooperation and opportunities to clear up misunderstandings more quickly.
Mental and physical wellness: Schools can use technology, such as online wellbeing trackers, to distribute surveys and gain valuable insight into pupil and teacher wellbeing.

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Information Age

Insight and Analysis for the CTO

30 years of technology in education: BESA report advises government on lessons learned

The digital revolution has changed our world and focused attention on education, just as the industrial revolution before it. Governments world-wide see quality schooling for everyone as the key to a highly educated and adaptable workforce.

Here in the UK, computer technology has played a central part in the drive to raise standards in schools to meet the new challenges. As a result, the country can claim to be one of the world leaders in seeking to harness new technology to improve teaching and learning in the classroom.

There was no 30-year plan or strategy. Teachers, politicians and the technology industry itself have all played their part over the last three decades, as did parents raising funds to provide equipment and children themselves driving it forward with their enthusiasm.

Several official and academic studies of aspects of technology in education have been carried out since computers were first introduced in the 1980s but only BESA has consistently monitored the equipment going into more than 26,000 state schools in the UK.

We began collecting statistics on what schools were spending on technology in the 1980s as part of our annual budget and resource provision surveys. Reports dedicated to the market for educational technology followed in 1994 and 1997 covering both state and independent schools. The following year, 1998, we launched the first of our annual technology surveys. Representative samples of schools have been asked for the last 17 years to describe the technology they were buying and how they were using it in the classroom.

The surveys went beyond purchasing data, recording information on such things as ICT training for teachers and views on the most useful devices and how comfortable staff felt with the new technology arriving in their classrooms.

This independent research into UK schools and their information and communication technology has been a BESA priority, overseen by Richard Connor, our research consultant. Independent verification of our methodology has come from research projects undertaken from time to time on behalf of successive UK governments that had findings consistent with our own.

Taken together, these reports provide a longitudinal study of the headlong rush to bring schools into the information age. To mark the first 30 years of Bett – that first opened its doors in 1985 – we look back on our reports. What went well, what mistakes could have been avoided and what lessons can we learn for the future?

It was the year of the UK’s first mobile phone call with a device that weighed five kilograms, Philips produced its first CD-ROM player and clunky BBC Acorn computers were hitting the market.

Margaret Thatcher was at war with the miners, Eastenders went on air, the first Live Aid concert was held and journalists were still using typewriters to record the events.

It was 1985, the same year that the first Bett opened for four days on 23rd January at a fitting location, the City of London’s Barbican Centre, the arts complex that had opened three years before to controversy over its brutalist concrete design.

Bett was ahead of its time because the computer was still a rarity in schools. Since its inception in 1933 as the Educational Exhibitors Association, BESA had focused on the market for school furniture, educational materials and stationery. Though it had changed its name and broadened its remit by 1985, equipment, teaching aids and furniture remained its core interest. Only three of the 20-strong executive council came from technical companies.

So when Dominic Savage – BESA’s newly appointed Director General – first went to his executive council to suggest showcasing educational technology, he was met with some incredulity and great suspicion. Members backed his plans, however, and before long the exhibition had outgrown its venue and moved to the Grand Halls at Olympia. Then, in 2013, Bett made its ambitious move to London Dockland’s prestigious Excel Centre where it attracted a record 35,000 visitors. Last year more than 36,000 people attended and 700 exhibitors.

Since that first exhibition schools in the UK have been transformed from the days when the computer was banished to the office or IT room to the present when technology plays a central role. It is now an intrinsic part of school life from management to teaching and learning in the classroom. Every school now has a website and usually a learning platform giving pupils access to curriculum materials 24/7.

There’s electronic registration, smart cards for meal payment and email contact with parents.

Interactive white boards and touch screens are revolutionising whole class teaching while tablet technology and smart phones have the potential to make personalised learning a reality. Now schools are moving tentatively towards a system in which each child has his or her own device, provided by the school or smart phones and tablets brought in from home.

A thousand flowers bloom

The UK education system is not based on prescription and schools and colleges are largely free to adopt technology and use it as they wish. Attempts by governments to use ring-fenced funding and approved lists of suppliers or resources to influence take-up have not always proved successful.

“The phrase ‘let a thousand flowers bloom’ has, by and large, been the policy mantra that has worked and it is probably the single most important reason why such a high proportion of UK schools are using ICT effectively,” says Dominic Savage. “It doesn’t stops mistakes being made but it is a wonderful driver for innovation and choices that suit an individual school”.

While business and industry were embracing the new technologies, successive Conservative governments under Margaret Thatcher and John Major until 1997 were not keen on prescribing how IT should be used. The Thatcher Government, however, did sponsor the Microelectronics Education

Programme (MEP), conceived in the late 70s by Jim Callaghan’s Labour government. Shirley Williams was the Education Secretary at the time and the IT team at the then Department of Education and Science was led for many years by Dr Philip Lewis.

Led by Richard Fothergill, the head of biology at a London technical school, MEP was given £8 million between 1981-84 to explore how computers could be used in schools “to help prepare children for life in a society in which devices and systems based on microelectronics are commonplace and pervasive”.

Teams of teachers, programmers and publishers developed software to run on the then available computers and demonstrated it at 14 regional information centres across the UK.

Though a small programme, it caught the spirit of the age and began to change attitudes. Its progress was watched eagerly here at BESA and in 1983, working with MEP, we took the Great British Micro

Show to Singapore and Switzerland to showcase our fledgling UK edtech industry. It was enthusiastically received and there was a feeling that we in the UK were pioneers in educational technology.

By 1994 when our first report dedicated to technology in schools was published, computers were just being introduced and CD-ROMs were by far the most popular form of new technology. Just four years later, in 1998, the number of computers in the UK’s state schools had grown to 820,000 and a few schools were already using the internet.

It was a significant achievement but still there was no strategy or Government policy on equipping our schools. In 1997 Tony Blair, then the leader of the Labour Party in opposition, commissioned businessman Dennis Stevenson to chair a commission to examine ways of getting computers into schools and training teachers to use them.

The inquiry report Information and Communications Technology in UK Schools did not bombard the reader with statistics but said schools must be given technology as an “act of faith”. He compared computers to electricity that he described as an invention first regarded as a strange, almost frightening wonder of the age but one that had since come to serve every aspect of society.

It was a leap of faith into uncharted or at least unproven territory, says Dominic Savage: “There was a feeling that we were ahead of everyone else in bringing technology to schools. We were pioneers and when you are pioneers sometimes things go wrong and sometimes they go right. The fact that our schools to this day are hosting visits from education ministers and officials, literally from around the world, who want to see how technology is used in our classrooms suggests that we got more right than wrong.“

Helping hand

So fast was the take up of technology that expenditure had grown to nearly a fifth of school spending on resources by our 1997 report on budget and resource provision. “With static school budgets, the expansion of spending has come via other means, such as central government funded projects, PTA fundraising, commercial software offered at lower education rates and voucher schemes to save for equipment,” said the report.

Parents saw the potential of computers to help their children learn and had become avid collectors of supermarket tokens to fund school ICT purchases. Tesco computers for schools boasted that more that £70 million worth of ICT equipment was given to schools between 1992 and 2001. Which? Magazine suggested shoppers would need to spend about £220,000 to get enough vouchers for a computer but schools were undeterred, launching appeals for tokens and providing public drop off points for them.

Schools were about to get a helping hand from a new Government that would succeed in making educational technology a policy issue. Tony Blair, while in opposition in 1996, told the party’s annual conference in Blackpool that the age of achievement in education would be built on new technology.

“In time no child will be without access to a computer and no school unable to use them properly,” he promised.

Labour’s landslide victory in the polls in May 1997 started an unprecedented focus on tooling up schools for the 21st Century. Andrew Thraves, the chair of BESA, looks back on Blair’s first term of office as a “golden” period. “Money was going into schools for whiteboards, laptops and training.

There were targets that schools should aspire towards and targets for which the Government held itself to account in terms of the implementation of ICT in schools. Labour wanted to be seen as new and fresh and ICT went along with the young government feel. Then, from 2004, spending on infrastructure under the Building Schools for the Future initiative gave the opportunity to put technology centre stage and make sure it was embedded and worked effectively in the new buildings,” he says.

Blair was able to ride on the wave of enthusiasm among teachers and pupils for new technology. In 1997 we reported that while spending on furniture was going down, the amount devoted to hardware and software that year was increasing by eight percent to £135 million, just slightly below the budget for stationery. It was a significant sum at the time but 18 years later, in 2014, schools were spending £596 million on ICT and the budget is expected to rise to £623 million this year.

Though Government support and funding played a significant role, the enthusiasm of teachers for technology was a driving force. A high proportion of companies that are members of BESA were started by teachers who thought they could teach their subject a lot better with the right ICT resources and set up companies to prove it. Many successful edtech suppliers in the UK began life that way.

The late Nineties was a busy time for the UK’s educational technology industry as one Labour Government initiative followed another. In 1998 Britain became the first country to give educational technology its own quango – the British Educational Communications and Technology Agency (Becta). The agency played a role in the drawing up of a new primary curriculum in 2009 in which ICT was elevated to a core skill alongside literacy, numeracy and personal development. Becta had grown to 250 staff by the time it was axed within two weeks of David Cameron being elected Prime Minister in 2010. Michael Gove, Cameron’s first education secretary, also called a halt to the planned introduction of Labour’s new primary curriculum.

Our 1998 survey found that only one percent of secondary and seven percent of primary schools were without at least one computer. However, the headline finding was the growth in internet connectivity.

The report states: “In 1995 there was virtually no internet use in schools. It is a dramatic development that in 1998 we now report 34 percent of primary and 87 percent of secondary schools having some internet connectivity. The results suggest that just over 10 percent of computers in schools are connected and that pupils have some access in 9,000 state schools.”

New opportunities

In 1999 Labour launched the New Opportunities Fund using National Lottery funding to provide £230 million until 2002 to be spent on ICT training for teachers. On the basis of questionnaires completed by teachers we estimated that only a third of teachers had computers with internet access at home at home that year and a very high proportion said they needed training before they could make best use of the technology arriving in their classrooms.

By June 2000 the number of computers in schools had risen to 851,100 and our report notes the increasing interest in portables. Of the total computers that year, 280,000 or nearly a third were laptops. Nine in 10 schools were connected to the internet with an average of 16 connected units per school. The proportion of teachers with a computer with internet access at home had increased to two thirds.

Lottery funds had not solved the training problem, partly because the training on offer was often pitched too high and not well matched to the needs of teachers, some of whom did not know how to turn on a computer. There was also an urgent need for on-going support for them as the technology developed. Asked how well teachers could use technology, ICT co-ordinators thought less than half – 47 percent – on average were confident and competent and that was mainly at word processing tasks.

A third of schools said 70 percent of their staff were not confident and competent with ICT.

The New Opportunities Fund programme may not have gone far enough but at least it provided some training, says Dave Smith, the Computing and e-safety adviser at the London Borough of Havering. He was involved in organising training at the time and believes that the lack of training was a mistake.

“We spent a lot of money on technology but not nearly enough continual professional development and improving pedagogy,” he says. “Becta ran ICT test beds and one of them, in Barking and Dagenham, spent 60 percent on equipment and 40 percent on staff training and technical support. The balance was about right but generally schools were spending their technology budgets on equipment. Staff were lucky if training got as much as 10 percent of it.”

The need for more training for teachers in using technology was a recurrent finding of our annual reports. Many of the teachers had never before used a computer or an interactive white board let alone mastered the intricacies and quirks of software such as Microsoft Word or Excel. Expensive equipment was not always being used to its potential.

Setting up the equipment itself became a challenge and our reports in the early 2000s found teachers complaining that it took too long, reducing the time for teaching.

High tech school of tomorrow

As the political parties mobilised for the General Election in 2001 Blair was able to claim significant progress in his drive to improve access to technology for both teachers and pupils. Our 2001 survey shows that as he went to the polls the number of computers in schools had passed the million mark to 1,081,080. Computer access for pupils was good in 36 percent of primary and 45 percent of secondary schools.

Shortage of good quality software had been a constant complaint from schools since we first launched our surveys. The education software industry had found itself torn between the need to spend money on research and innovation and the price sensitivity of the education market.

The companies, many of them those small businesses launched by teachers, were also facing a threat from the BBC Jam, the BBC’s new and free digital curriculum with multi-media resources commissioned by the Labour Government. However, BBC Jam faced a legal challenge over breach of competition rules because it was being launched by a public body funded by the Government.

In response to the threat, Tony Blair launched Curriculum OnLine in 2001 and announced £50 million worth of e-learning credits (eLCs) for schools to purchase software from the curriculum website. In 2003 the eLC budget was increased to £280 million over three years . BBC Jam finally went live in January 2006 but folded in March 2007 after BESA and a group of its members took the breach of competition case to the European Commission which found that BBC Jam did indeed represent illegal state aid.

Meanwhile Estelle Morris, who replaced David Blunkett as Education Secretary, had opened the 2002 Bett with a video of the Government’s vision for the high tech school of tomorrow, suggesting Labour had lost none of its enthusiasm for using technology to drive up standards. By then number of computers in schools had shot up by more than 300,000 to 1.4 million and Labour announced the Laptops for Teachers initiative costing over £100 million over two years. Teachers made a contribution to the cost but then the laptops were their own, to use as they wished. Allowing personal use of the laptops was fundamental to the scheme’s success says Dominic Savage. Other countries that have restricted their use to work have found laptops much more likely to be left unused.

The teachers’ laptop project was the first big event to make a difference, says Barbara Higginbotham, an Area Sales and Training manager for Data Harvest. “The second was the arrival of interactive whiteboards. Actually it was the digital projector that was the real success. Suddenly teachers could use their computer as a modern blackboard. But, instead of chalk letters, equations and diagrams, they could make use of video clips, pre-written quizzes, images and digital equipment such as dataloggers and digital microscopes to the turn the invisible to visible.”

By the time Tony Blair had won a third term of office in 2005 Britain’s schools were some of the most technology rich in the world with nearly two million computers. Almost all secondary schools – 99.9 percent – were connected to the internet. Four fifths of primaries used interactive whiteboards and 99 percent of secondaries. But despite recent investments in software through eLCs, our surveys found that the demand for technology had moved on so quickly that only 28 percent of IT managers and 15 percent of teachers felt their schools were well-equipped.

Asked to rank the contribution of different technology to raising standards teachers thought in 2003 that pupil access to desktops and laptops was the most important. Two years later, in 2005, teachers put at the top of the list ICT training for teaching and whole class teaching aids, such as interactive whiteboards.

But with almost all secondary schools connected to the internet in 2005 and all primaries by 2008 teachers were facing a new obstacle to using technology – bandwidth. Internet bandwidth was considered less than half the optimal level in 2007.

In 2008 the Labour Government, now led by Gordon Brown as Prime Minister, rolled e-learning credits into a new fund, the Harnessing Technology Grant that was to provide £639 million between 2008-11 to help schools and local authorities improve their services, such as broadband infrastructure, learning platforms alongside digital learning resources. Despite the recession, ICT budgets reached their peak of £420 million across the UK by 2010. By then the purchase of hardware had slowed down and personalised learning and learning platforms were changing the way computers were used in schools.

Interactive Blu Tack

There’s little point in buying a cart if you haven’t got the horse to pull it and the analogy sums up the downside of Labour’s otherwise successful drive to equip schools with new technology. In the early days companies supplying the hardware would very often package up training for teachers as part of the purchase or license price. But when Becta drew up its approved lists of suppliers and products it emphasised the need to keep prices as affordable as possible. Suppliers, needing to keep costs as low as possible to get on the lists, came under pressure to leave out or reduce the training element and leave it to schools or local authorities.

A lot of whiteboards, for example, got sold on the basis of the lowest prices and the substantive training was stripped out of the package, says Dominic Savage. “Whiteboards were going up on walls without teachers being trained to use them and, not surprisingly, they got used as glorified projector screens.” Part of the problem was Labour’s £350 million scheme to get whiteboards in every school.

“Had it been left up to schools to decide how to spend the money there would have been a smaller and more effective build-up of using that particular technology with much more training and it would have had a far greater educational impact,” he says. “Charles Clarke, secretary of state at the time, was the most consistent ministerial supporter of technology and his enthusiasm and readiness to fund schemes was helpful. The problem was their delivery through Becta, which in turn, had to work with a very unhelpful regime of government procurement rules.”

Even in 2007, when 91 percent of primaries and almost all secondaries were using whiteboard technology in the classroom, only 31 percent of primary and 16 percent of secondary schools said the majority of teachers were very confident in using them.

As late as 2012 Dave Smith recalls going into a school in another local authority and noticing pictures fixed with Blu Tack onto interactive whiteboards: “I asked the teachers what they were doing that for.

They didn’t know that instead of printing off pictures from the internet and sticking them to the whiteboard, they could just click and drag them to the board from their laptops. When schools needed it most, the training just was not there,” he says.

Our report in 2013 showed schools shifting to tablet technology and by 2014 we found 47 percent of computers in schools were portable laptops and tablets. A new phrase had come into being – “screen down” – classrooms where tablets are on the desks but unused. David Fairbairn-Day, the Head of Education Strategy and Business Development at Promethean, says technology works best when there is a strategy to embed it. “In a number of parts of the country I see schools putting in policies for every student to have access to a tablet. Sometimes, once the tablets arrive, they are scratching their heads. Now we have them, what do we do with them? “

Central prescription

Decisions were made centrally about what schools needed and schemes devised accordingly, instead of letting schools and teachers work out what they could make the best use of, says Dominic Savage.

Curriculum Online was another example. “There were lots of rules about what schools could and could not spend their money on and all too often the rush to spend their software allocations meant they bought titles that stayed unused in cupboards,” he says.

David Fairbairn-Day, agrees when he looks back on his teaching days in the late 1990s: “We were given sums to spend on educational software and it had to be spent by the end of the month and if you didn’t spend the money then you lost it. Teachers were going out and buying things they didn’t need and wouldn’t use.”

Data from our reports back up their observations. In 2004, for example, we found that spending on software had increased and most schools had spent their e-learning credit allocations. However, 60 percent of primary ICT coordinators believed that the ring-fencing of the money had led to software being purchased for the sake of it and left unused. The picture was similar in secondary schools where 62 percent of heads of ICT said software was not being fully utilised.

Our 2004 survey also found that at the height of the Government’s e-learning credit scheme, more than four fifths of primary and three-quarters of secondary schools would have preferred to spend their eLC allocations elsewhere, mostly on more ICT hardware.

Ironically, the introduction of eLCs had resulted in 42 percent of primary and 33 percent of secondary schools purchasing more non-eLC eligible curriculum software and content. Throughout the period, our surveys consistently showed schools ignoring Becta’s lists and more likely to rely on supplier catalogues or websites and recommendations from colleagues when making software purchases. In 2005, for example, only seven percent of primary and 13 percent of secondary school ICT coordinators thought Becta’s Curriculum Online website was the best place to find suitable software. More than a quarter of schools said they seldom used it. “The scheme was born of the best intentions but became problematic because of its poor implementation,” says Dominic Savage.

Facts not content

The arrival of David Cameron at Number 10 Downing Street in 2010 and the appointment of traditionalist Michael Gove as Education Secretary ended Labour’s computer arms race for schools.

Two weeks after the election on May 6 the Coalition government announced the closure of Becta to save £80 million of public spending. Gove stripped out £1 million from the year’s £2 million Harnessing Technology grant promised by Labour.

Gove halted Labour’s new primary curriculum that put ICT at the centre as one of four core elements alongside literacy, numeracy and personal development. He said he wanted to see more facts, more emphasis on the content of the curriculum and less on the way it was taught.

By this stage schools had 2.5 million computers and nearly half said they anticipated that pupils would spend more than 50 percent of their time using ICT in their learning by 2011. The training need was still urgent, however. Our survey showed 54 percent of secondary and 45 percent of primary schools saying that more than half of their teachers needed training in using digital content. Further, 71 percent of primary and 68 percent of secondary schools considered more than half the staff need training in learning platforms.

In 2012 our survey showed the first slowing down in the level of computer provision in schools. “The reduction is taking place at a time when additional demands are being made on use,” said the report.

Based on questionnaires, we detected that teachers thought Michael Gove had no time for technology and was more interested in the chalk and talk methods of teaching with memorised facts and dates.

So it was a surprise when Gove not only agreed to open Bett in January 2012 but also used his speech to describe the potential of technology to disseminate learning much more widely. He also applauded the unprecedented opportunities technology brought for assessing the strengths, weaknesses and progress of individual pupils.

To the delight of our executive council, Michael Gove promised new investment in training teachers to be confident in using technological tools and resources and able to adapt to new ones as they emerged.

“That means ensuring that teachers receive the best possible ITT and CPD in the use of educational technology,” he said.

They were welcome words but two years later, in 2014, we reported the findings of our CPD Training in Schools research that there was an even greater need for training, given Gove’s changes to the curriculum and assessment.

The proportion of schools rating their training need as highly important had gone up to 74 percent of primaries and 38 percent of secondary schools.

Meanwhile, ICT had been scrapped as a curriculum subject and replaced by computer science, adding to the training needs of teachers. Even teachers confident in their mastery of the use of technology said they did not necessarily know how to teach programming.

Wireless provision was a major problem in many schools and teachers believed it was having a significant impact on pupils’ ability to make the best use of the available technology available. Two thirds of primary schools and more than half of secondary schools aid they were under-resourced in Wi-Fi connectivity in 2014.

Inadequate broadband provision was a problem for 42 percent of primary schools and 31 percent of secondary schools. Caroline Wright, BESA Director, highlights the concern: “British teachers are worldleaders in the use of educational technology in the classroom so it is of great concern that pupils are being denied access to innovative and effective digital learning because of poor internet connectivity in more than half of the UK’s schools,’ she says.

Lessons for the future

The UK is certainly considered to be among the world leaders in educational technology and equipped schools. As we said at the beginning, some things were done well and some not so well. So what are the lessons for the future?

Not letting the technology so dazzle you that you forget to ask how it will actually help teachers to improve lessons and raise standards is an important lesson for the future, says David Fairbairn-Day.

“In the beginning there was too much emphasis on putting technology into the hands of teachers and pupils because it was visible and made a good impression, he says. “I am still seeing that in some countries. The focus in the UK at the time was very much on the hardware and not on the objectives and what you were trying to achieve with it. The good intention was there but, with the benefit of hindsight, some of the decisions that were made were not necessarily the best ones and some of the spending on technology was misplaced.”

The importance of high quality training for teachers before the technology is put to use in the classroom plus continual professional development to keep them up to date in a fast-moving world, is another conclusion that can be drawn from our reports over two decades, says Dominic Savage.

Thirdly, central prescription is not always the best way to move schools in the right direction. Dominic

Savage recalls a conversation just before Michael Gove left the Department for Education: “I asked Michael Gove what he was most proud of achieving. He particularly mentioned devolving more powers to school level and creating a real opportunity for individual schools to have their own vision and the budgetary freedom to achieve it. Implied in his answer is the placing on schools of a responsibility to be sufficiently informed and to ensure their staff are sufficiently trained to make the right decisions. Our history of ICT does support the argument for saying to schools ‘here is the money and this is what we want you to achieve and this is how we will measure it and you decide how to spend it’,” he says.

Alongside changes to the way students learn there needs to be change to the forms of assessment. “As a country we need to get a consensus about what we want from the education system and how we are going to assess both the progress of the system and that of individual pupils. At the moment we have 21st century classroom practices with a 20th century examination system and we are not going to move forward unless we bring them in line,” he says.

Our reports show how far the UK has come over the last three decades as education shared the investment in technical skills that continued to lead the world. Educational technology has come a long way.

Who could have foreseen even 50 years ago that by the 21st century pupils learning about tsunamis would be able to meet face to face through video conferencing with children across the world who survived one? Who could have predicted that children would be able to see the invisible through advanced data logging techniques that can monitor the growth of a flower in the classroom while they are at home in bed?

As technology develops teachers will need the time and resources to explore it, pool their expertise and decide what will best help them and their students. Pressure on public finances and the challenges we are likely to face over the next decade make it imperative that schools are supported as they adapt to the 21st century, says our Director, Caroline Wright. “In this, an election year, it is all the more important that politicians, policy makers and school leaders are willing to listen and learn from our ICT legacy and help to build a technology enhanced approach to education that will inspire and meet the learning needs of future generations,” she says.

This report is being published as the DfE’s Educational Technology Action Group is also making recommendations for the future. Whereas our longitudinal research is primarily reporting historical usage and the lessons to draw from three decades of experience, ETAG is searching for clarity in a crystal ball, says Dominic Savage. “Its deliberations have certainly highlighted one need that is better addressed nationally: investment in broadband provision at speeds applicable to education’s growing need which is where the government can make the difference,” he says.

The group has recognised the cultural change that is necessary to heighten the emphasis on training for teachers and emphasises the major change in assessment that must be at the forefront of our national next steps.

As schools move towards a one device per child policy there is even more opportunity for teachers to give instant support and feedback to the individual pupil and to differentiate tasks and targets within a whole class environment. Computer based assessment has developed to the stage at which it can give reliable information to teachers on pupil progress and save teacher time that can be devoted to teaching and learning.

From being seduced by computers at first, the education system has moved to a new, pragmatic understanding of ways in which technology serves education and not the other way round.

There will be more advances of which we, here in 2015, can only dream. But the message from our reports is that teachers and students will be ready and willing to embrace them.

Ben was Vitesse Media's editorial director, leading content creation and editorial strategy across all Vitesse products, including its market-leading B2B and consumer magazines, websites, research and... More by Ben Rossi

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The Role of Tech in UK Education: Opportunities and Challenges

The integration of technology in uk education is not a recent phenomenon. it has a rich historical background that dates back several decades..

The education landscape in the United Kingdom is undergoing a significant transformation, and at the heart of this evolution is the integration of technology. As we navigate through the 21st century, technology has become an indispensable tool in the educational toolkit. This article explores the opportunities and challenges presented by the role of technology in shaping the educational system of the UK.

Read More: 5 Biggest Education and Training Technology Trends in 2023

0.1.1 Historical perspective
0.1.2 Milestones in integrating technology
0.2.1 Overview of tech tools and platforms
0.2.2 Success stories in the education sector
0.3.1 Personalized learning experiences
0.3.2 Enhanced collaboration among students and educators
0.4.1 Access and equity issues
0.4.2 Resistance to change in traditional educational settings
0.5.1 Supportive policies for tech adoption
0.5.2 Funding and resources allocated
0.6.1 Innovations in educational technology
0.6.2 Partnerships with educational institutions
0.7.1 Flipped classrooms and online resources
0.7.2 Adaptive learning technologies
0.8.1 Gamification and interactive learning
0.8.2 Increased interest and participation
0.9.1 Importance of safeguarding student data
0.9.2 Regulations and measures in place
0.10.1 Ensuring teachers are tech-savvy
0.10.2 Continuous learning opportunities
0.11.1 Support from parents and local communities
0.11.2 Collaborative efforts for educational advancement
0.12.1 Artificial Intelligence in education
0.12.2 Virtual and augmented reality applications
0.13.1 How tech in education contributes to global competitiveness
0.13.2 Preparing students for the future workforce
0.14 Conclusion

Evolution of Tech in UK Education

Historical perspective.

The integration of technology in UK education is not a recent phenomenon. It has a rich historical background that dates back several decades. The introduction of computers in classrooms, followed by the Internet revolution, marked crucial milestones in the gradual infusion of technology into the fabric of education.

Milestones in integrating technology

Over the years, the education sector in the UK has witnessed several milestones in terms of integrating technology. From the advent of interactive whiteboards to the widespread implementation of e-learning platforms , each step has contributed to creating a more technologically advanced and enriched learning environment.

Current Landscape of Tech Integration

Overview of tech tools and platforms.

In the present day, classrooms are equipped with an array of tech tools and platforms that cater to diverse learning styles. From interactive educational apps that make learning fun to online collaboration platforms that connect students and educators, technology has become an integral part of the teaching and learning experience.

Success stories in the education sector

The success stories of tech integration in the UK education sector are inspiring. Schools and universities are leveraging innovative solutions to engage students actively, fostering creativity and preparing them for the challenges of a rapidly changing world. These success stories serve as beacons, guiding other institutions in their tech adoption journey.

Opportunities Presented by Technology

Personalized learning experiences.

One of the standout opportunities that technology brings to education is the ability to personalize learning experiences. Adaptive learning platforms and personalized content delivery empower educators to tailor their approach, catering to individual student needs. This not only enhances understanding but also promotes a more inclusive learning environment.

Enhanced collaboration among students and educators

Technology facilitates seamless collaboration among students and educators, transcending geographical boundaries. Virtual classrooms, online discussion forums, and collaborative projects break down traditional barriers, providing a global perspective and preparing students for a connected world.

Challenges Faced in Tech Integration

Access and equity issues.

While the opportunities presented by technology are vast, challenges persist. The digital divide remains a significant concern, particularly in economically disadvantaged areas. Ensuring equal access to educational resources and opportunities for all students is an ongoing battle.

Resistance to change in traditional educational settings

The traditional educational model often resists rapid changes. Some educators find it challenging to adapt to new technologies, leading to a potential gap between technological advancements and practical implementation in classrooms. Overcoming this resistance requires a concerted effort from all stakeholders.

Government Initiatives and Policies

Supportive policies for tech adoption.

Recognizing the transformative potential of technology, the UK government has implemented policies to encourage and support tech adoption in educational institutions. Initiatives such as funding for infrastructure development and tech training for educators underscore the commitment to a tech-integrated future.

Funding and resources allocated

Government funding plays a crucial role in ensuring that schools and universities have access to the latest technologies. Adequate resources and financial support are vital for the successful implementation of tech-driven educational initiatives, ensuring that no institution is left behind.

Role of EdTech Companies

Innovations in educational technology.

EdTech companies play a pivotal role in shaping the tech landscape of UK education. Constant innovations, such as AI-driven learning platforms and immersive educational content, contribute to a dynamic and engaging learning environment.

Partnerships with educational institutions

Collaborations between EdTech companies and educational institutions foster a symbiotic relationship. These partnerships often result in the development of tailored solutions that address specific educational challenges, ultimately benefiting students and educators alike.

Impact of Technology on Teaching Methods

Flipped classrooms and online resources.

Technology has given rise to alternative teaching methods, such as flipped classrooms, where students learn through online resources before attending in-person classes. This approach not only maximizes class time but also encourages self-directed learning, fostering a sense of responsibility among students.

Adaptive learning technologies

The use of adaptive learning technologies, which adjust content based on individual student progress, enhances the effectiveness of teaching. This personalized approach ensures that students grasp concepts at their own pace, leading to better understanding and retention.

Student Engagement and Motivation

Gamification and interactive learning.

Incorporating elements of gamification into education makes learning more engaging and enjoyable for students. Interactive learning modules and educational games captivate students’ attention, fostering a positive attitude toward learning and promoting a love for acquiring knowledge.

Increased interest and participation

Tech-enhanced learning experiences often result in increased student interest and participation. The interactive nature of digital content stimulates curiosity and motivates students to actively engage with the educational material, creating a more vibrant and dynamic learning atmosphere.

Addressing Privacy and Security Concerns

Importance of safeguarding student data.

As technology becomes more ingrained in education, the need to safeguard student data and privacy becomes paramount. Stringent measures and policies are necessary to ensure that sensitive information remains secure, providing students and their families with the assurance that their data is handled responsibly.

Regulations and measures in place

Government regulations and institutional measures play a crucial role in addressing privacy and security concerns. Compliance with data protection laws and the implementation of secure systems contribute to a safe learning environment, fostering trust among students, parents, and educators.

Training and Professional Development for Educators

Ensuring teachers are tech-savvy.

To fully harness the potential of technology, educators must receive adequate training. Professional development programs ensure that teachers are proficient in integrating technology into their teaching methodologies, empowering them to deliver high-quality education.

Continuous learning opportunities

Given the rapid pace of technological advancements, providing educators with continuous learning opportunities is essential. Workshops, seminars, and online courses empower teachers to stay updated on the latest trends in educational technology, enabling them to provide a relevant and engaging learning experience for their students.

Community Involvement in Tech Integration

Support from parents and local communities.

Successful tech integration requires support not only from educators and policymakers but also from parents and local communities. Involving parents in the learning process and fostering community support create a holistic approach to education, reinforcing the idea that education is a collaborative effort.

Collaborative efforts for educational advancement

Communities can play an active role in enhancing educational opportunities. Collaborative efforts between schools, businesses, and local organizations contribute to the development of comprehensive educational programs. By working together, communities can create an environment where every student has the opportunity to thrive.

Future Trends in Educational Technology

Artificial intelligence in education.

The integration of artificial intelligence (AI) in education is a promising trend. AI-powered systems can personalize learning experiences, automate administrative tasks, and provide valuable insights into student performance, revolutionizing the way education is delivered and experienced.

Virtual and augmented reality applications

Virtual and augmented reality technologies have the potential to revolutionize the way students experience education. Immersive simulations and virtual field trips bring learning to life, providing a more enriching educational experience that goes beyond traditional classroom boundaries.

Global Competitiveness

How tech in education contributes to global competitiveness.

Nations that embrace and invest in technology-enhanced education gain a competitive edge on the global stage. A workforce equipped with technological skills is better prepared to contribute to a rapidly evolving global economy, ensuring that the UK remains at the forefront of innovation and progress.

Preparing students for the future workforce

Tech-integrated education equips students with the skills needed for the jobs of the future. Exposure to cutting-edge technologies prepares them to navigate the challenges and opportunities presented by the ever-evolving job market, ensuring that they are not just consumers of technology but active contributors to its advancement.

The role of tech in UK education is transformative, presenting a myriad of opportunities and challenges. As the educational landscape continues to evolve, embracing technology becomes imperative for preparing students for the demands of the modern world. The collaborative efforts of educators, policymakers, communities, and tech innovators are crucial in ensuring a seamless integration that maximizes the potential of technology in education.

Read More: The Role of Education in Sustainability

Is technology accessible to all students in the UK? Addressing the digital divide is an ongoing challenge, but efforts are being made to ensure equitable access to technology in education.
How can parents contribute to tech integration in schools? Parents can actively participate in their child’s education by supporting tech initiatives, attending workshops, and staying informed about educational technologies.
What measures are in place to protect student privacy in online learning? Stringent regulations and institutional measures are in place to safeguard student data and privacy in online learning environments.
What role do teachers play in the successful integration of technology? Teachers are instrumental in the successful integration of technology; their training and ongoing professional development are crucial for effective tech-enhanced teaching.
What are the emerging trends in educational technology globally? Emerging trends include the integration of artificial intelligence, virtual and augmented reality applications, and continuous advancements in EdTech solutions.

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How Has Technology Changed Education?

Technology has impacted almost every aspect of life today, and education is no exception. Or is it? In some ways, education seems much the same as it has been for many years. A 14th century illustration by Laurentius de Voltolina depicts a university lecture in medieval Italy. The scene is easily recognizable because of its parallels to the modern day. The teacher lectures from a podium at the front of the room while the students sit in rows and listen. Some of the students have books open in front of them and appear to be following along. A few look bored. Some are talking to their neighbors. One appears to be sleeping. Classrooms today do not look much different, though you might find modern students looking at their laptops, tablets, or smart phones instead of books (though probably open to Facebook). A cynic would say that technology has done nothing to change education.

However, in many ways, technology has profoundly changed education. For one, technology has greatly expanded access to education. In medieval times, books were rare and only an elite few had access to educational opportunities. Individuals had to travel to centers of learning to get an education. Today, massive amounts of information (books, audio, images, videos) are available at one’s fingertips through the Internet, and opportunities for formal learning are available online worldwide through the Khan Academy, MOOCs, podcasts, traditional online degree programs, and more. Access to learning opportunities today is unprecedented in scope thanks to technology.

Opportunities for communication and collaboration have also been expanded by technology. Traditionally, classrooms have been relatively isolated, and collaboration has been limited to other students in the same classroom or building. Today, technology enables forms of communication and collaboration undreamt of in the past. Students in a classroom in the rural U.S., for example, can learn about the Arctic by following the expedition of a team of scientists in the region, read scientists’ blog posting, view photos, e-mail questions to the scientists, and even talk live with the scientists via a videoconference. Students can share what they are learning with students in other classrooms in other states who are tracking the same expedition. Students can collaborate on group projects using technology-based tools such as wikis and Google docs. The walls of the classrooms are no longer a barrier as technology enables new ways of learning, communicating, and working collaboratively.

Technology has also begun to change the roles of teachers and learners. In the traditional classroom, such as what we see depicted in de Voltolina’s illustration, the teacher is the primary source of information, and the learners passively receive it. This model of the teacher as the “sage on the stage” has been in education for a long time, and it is still very much in evidence today. However, because of the access to information and educational opportunity that technology has enabled, in many classrooms today we see the teacher’s role shifting to the “guide on the side” as students take more responsibility for their own learning using technology to gather relevant information. Schools and universities across the country are beginning to redesign learning spaces to enable this new model of education, foster more interaction and small group work, and use technology as an enabler.

Technology is a powerful tool that can support and transform education in many ways, from making it easier for teachers to create instructional materials to enabling new ways for people to learn and work together. With the worldwide reach of the Internet and the ubiquity of smart devices that can connect to it, a new age of anytime anywhere education is dawning. It will be up to instructional designers and educational technologies to make the most of the opportunities provided by technology to change education so that effective and efficient education is available to everyone everywhere.

You can help shape the influence of technology in education with an Online Master of Science in Education in Learning Design and Technology from Purdue University Online. This accredited program offers studies in exciting new technologies that are shaping education and offers students the opportunity to take part in the future of innovation.

Learn more about the online MSEd in Learning Design and Technology at Purdue University today and help redefine the way in which individuals learn. Call (877) 497-5851 to speak with an admissions advisor or to request more information.

13 Edtech Examples You Should Know

Sam was skeptical of what his new online friends told him. Was Islam really a violent religion? Were "feminazis" really eroding the family?

A sensitive middle-schooler and the protagonist of a recent Washingtonian story , he found himself caught up in a slurry of bigoted and misogynistic views that litter the online forums Reddit and 4chan.

Googling those views to learn more about them only made things worse by overwhelming him with information that confirmed the extremist rhetoric rather than correcting or contextualizing it.

Unbeknownst to Sam, Google's algorithm prioritizes user engagement and retention, which means it often acts more as echo chamber than fact checker. The same goes for other search engines.

Of course, the internet can be a great learning resource if you know where to look — and if you're aware that just because something seems educational or factual doesn't mean it actually is.

That's where bona fide educational technology , which relies heavily on the internet, has a distinct advantage: It's created specifically to educate. Often, it's invented by former teachers who want to help young kids with developing brains (like Sam) think more critically.

Currently valued at around $8 billion (in the U.S.), the edtech industry has in recent years benefitted from a major influx of investment capital — a reported $1.45 billion in 2018 alone. We've gathered some examples of innovative edtech applications that help teachers and students alike.

Course Hero

Location: Redwood City, California

How it’s doing edtech: Course Hero offers software tools to complement what students receive from their textbooks and instructors in a variety of challenging subjects. By offering materials and resources like lecture notes, study guides and practice exams along with tutoring from subject matter experts and AI-powered homework assistance, the Course Hero platform is designed to support student success.

DreamBox Learning (A Discovery Education Company)

Location: Seattle

How it’s doing edtech: Dreambox Learning’s K-8 math curriculum relies on adaptive technology with game-like interfaces that responds to students’ choices in real time by providing corrective drills in response to mistakes and moving on to new concepts when students display mastery of a particular topic. By making assessment an integral part of the learning process, the company aims to personalize the educational experience and reduce the need for testing.

Location: New York

How it’s doing edtech: Nonfiction readings on the Newsela digital platform are fluid, meaning they're readable at each student's individual reading level. Learners who are just learning English can translate complex stories into simple terms. More fluent speakers can explore the full technical vocabulary of a Scientific American deep-dive or an Al Jazeera feature — two of the many reputable sources from which Newsela’s massive library of nonfiction texts are drawn. Spanning topics from American history to space exploration, the readings often touch on social justice issues. More generally, they aim to strike a chord with teenagers and help ignite a lifelong love of reading.

Location: Oakland, CA

How it’s using edtech: Teachers can often sense plagiarism, but TurnItIn confirms gut feelings with hard data. The company’s popular digital plagiarism checker lets teachers compare student work with previous writings contained in a massive multi-lingual database of student papers, published academic work and years' worth of web content. Since its founding in 1998, TurnItIn’s search algorithm has scanned more than 70 billion web pages, many of which have since been archived.)

Location: San Mateo, Calif.

How it’s using edtech: Edmodo is a versatile digital portal through which teachers can perform every aspect of their job, including taking attendance, reading written assignments and auto-grading quizzes. In industry terms, Edmodo’s platform is what's known as a “learning management system,” which means it's intended to replace actual file cabinets stuffed with classroom paperwork. In addition, its customizable and teacher-developed interface has a networking component that lets students, parents and school employees connect and communicate securely.

Location: Copenhagen, Denmark

How it’s using edtech: Labster makes the lab experience accessible to more STEM students with interactive lab simulations where equipment cost is no object and students can experiment with microscopes, pH meters and titration equipment to their hearts’ content. To prepare homogenized milk , for example, students use the cursor to pick up objects and adjust their microscope settings. Labster’s library has almost 100 lab simulations that cover a range of scientific subjects, including chemistry, physics and biology. In partnership with Google, Labster also offers an array of more immersive virtual reality biology lab simulations.

No Isolation

Location: Oslo, Norway

How it’s using edtech: When chronically ill kids miss long stretches of school, they also miss out on the social interaction that schooling provides. No Isolation, a Norwegian startup, wants to change that. Its bright-white “telepresence robot,” shaped like a miniature head and shoulders, acts as a stand-in for sick kids by seeing, hearing, and even speaking on their behalf. Said 17-year-old AV1 user named Jade, who often has to stay home for health reasons, “It feels like I’ve been released from prison."

Location: San Francisco

How it’s using edtech: Remind solves a perennial problem of education: parent-teacher communication. Things like permission slips constantly get lost in the murky depths of kids’ backpacks, but Remind shifts key paperwork and deadlines to the digital realm where they’re harder to lose or overlook. The app allows teachers and school administrators to contact parents and kids on via phone using the equivalent of text messaging. And it works on all phones, not just smartphones. Unlike texting, however, it masks everyone’s phone number and has built-in translation tools.

Location: Palo Alto, CA

How it’s doing edtech: Piazza—Italian for “public square”—is a live Q&A platform where stumped students collaborate to overcome problems they're having with STEM field problem sets. Some might call it a discussion board, but critics have noted that discussion boards often foster stilted, mandatory conversation. Piazza does the opposite. And its notifications encourage quick replies. According to the New York Times , the average question on Piazza is answered within 14 minutes . And though it’s primarily used for student collaboration, the platform lets teachers endorse correct student responses.

Livescribe Inc.

How it’s using edtech: Livescribe specializes in Smartpens , high-tech styluses that digitize handwriting into PDFs, transform handwritten documents scrawled on special "dot paper" (printable at home) into editable text files and even record audio. The pens link to a mobile and desktop app through which audio and written notes are blended into one multimedia document. Intended for lecture classes and interview situations, Livescribe can also benefit students with learning disabilities.

Location: San Carlos, CA

How it’s using edtech: Swivl’s signature video tool is less a camera and more an “intelligent assistant” — in effect, a second set of eyes in the classroom. The robot's smart camera, flanked by multiple microphones, is more autonomous than typical video cameras and has a built-in sense of when and how to swivel. In addition to observing students to get a sense of comprehension levels and classroom dynamics, Swivl video can help educators hone their teaching style.

Location: Natick, Mass.

How it's using edtech: Examity's online proctoring services verify that students who take exams remotely do so honestly. The company offers a trio of tools to ensure test-taking integrity: digital identification, auto-proctoring and live proctoring. The digital identification process confirms identities through fingerprints and voice biometrics, among other methods. During auto-proctored exams, machine learning algorithms monitor students through the webcams and microphones on their personal computers and flags suspicious behavior. Security is even tighter in live-proctored exams during which test-takers are monitored by college-educated proctors who've completed two months of training on the workings of Examity's interface. Types of tests for which the company's platform can be used include standardized testing, college finals and certification exams. And there's 24/7 tech support via phone or online chat.

Location: New York City

How it's using edtech: Edtech isn't just for young people. In Thinkful's virtual classrooms, instructors train adults for new careers in full-stack programming and data analytics. Alumni of Thinkful's courses have landed jobs at tech giants like Google and Amazon, and the team has such faith in their program that students are promised a tuition refund if they can't find a job within six months of graduation. Central to Thinkful's approach is one-on-one mentorship. Each student receives focused, face-to-face attention via video chat from a professional in the field they're studying. When students leave Thinkful's bootcamp for the job market, the company also offers them six months of career services, including interview training.

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Educational Technology Lead

11 days remaining to apply, start date details.

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26 April 2024 at 9am

Date listed

12 April 2024

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Full Time (37 hours per week), All Year Round

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What skills and experience we're looking for, what the school offers its staff.

Spencer Academies Trust is a multi-academy trust with schools across the East Midlands. A high performing regional MAT with a national reputation for excellence, SAT schools include primary, secondary and sixth form provision. Our academies work across highly diverse city and rural communities, including a strong presence in Derby and Nottingham. Standards and expectations in trust schools are high – and the trust focus on rapid improvement on the journey to outstanding education delivery.

We have over 18000 children and young people in our academies and employ more than 2600 teachers, leaders and educational support professionals.

We currently have 17 primary academies, 8 secondary academies and one primary aged special school in our family of schools. All of our schools benefit from the collaboration and added value that being a member of our Trust offers, and share our values and beliefs. Spencer Trust academies share an ambition to deliver results that compete with the very highest performing schools in the country, and deliver a curriculum for students that is underpinned by breadth, opportunity and quality: one that seeks to give young people the opportunity to develop into well rounded global citizens that believe they can influence positive change in the world.

Mission - Our Mission is to deliver the best possible outcomes for children and young people.

Vision - Spencer Academies Trust is an exceptional Trust, providing an outstanding education for local children.

Please visit our website to find out more: www.satrust.com

Further details about the role

Due to the successful and ongoing growth of our Trust we are seeking to appoint a dedicated, reliable and highly-motivated Educational Technology Lead to complement our existing central team.

The successful candidate will have a high level of knowledge and expertise to lead the creation and promotion of an environment of digital proficiency and innovation, ensuring that all members of the Trust are equipped with the skills and tools necessary to harness the full potential of technology in education.

To apply, please submit your CV to [email protected], ensuring full employment and education history (with starting and ending dates) is included. Your submission should set out, in brief, the skills and relevant experience you have to meet the demands of the position of Educational Technology Lead.

Upon shortlisting for interviews, you will be asked to complete an application form for this position.

Closing date for applications: 26th April 2024

Interviews dates are to be confirmed

Early application is strongly encouraged as we reserve the right to interview and close the advert ahead of the closing date.

Spencer Academies Trust is committed to safeguarding and promoting the welfare of all our children and young people. Therefore, we expect everyone to share this commitment. All appointments are subject to satisfactory pre- employment checks, including a satisfactory Enhanced criminal records with Barred List Check through the Disclosure and Barring Service (DBS) and the completion of Level 2 Safeguarding training. It is an offence to apply for the role if an applicant is barred from engaging in regulated activity relevant to children (where the role involves this type of regulated activity).

The Trust and its member academies are committed to promoting equality and diversity in both employment and education provision. We aim to ensure that students, parents, governors, employees, contractors, partners, clients and other stakeholders within the Trust community are treated fairly, and with dignity and respect regardless of Protected Characteristics.

Spencer Academies Trust is a Disability Confident Committed Employer.

Commitment to safeguarding

Our organisation is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults. We expect all staff, volunteers and trustees to share this commitment.

Our recruitment process follows the keeping children safe in education guidance.

Offers of employment may be subject to the following checks (where relevant): childcare disqualification Disclosure and Barring Service (DBS) medical online and social media prohibition from teaching right to work satisfactory references suitability to work with children

You must tell us about any unspent conviction, cautions, reprimands or warnings under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975.

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If you need these documents in an accessible format, please contact the school.

About The Spencer Academies Trust

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To arrange a visit and increase the chance of a successful application email [email protected] .

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Texas’ diversity, equity and inclusion ban has led to more than 100 job cuts at state universities

Texas is among five states that have recently passed legislation targeting DEI programs. At least 20 others are considering it.

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AUSTIN, Texas (AP) — A ban on diversity, equity and inclusion initiatives in higher education has led to more than 100 job cuts across university campuses in Texas, a hit echoed or anticipated in numerous other states where lawmakers are rolling out similar policies during an important election year.

Universities throughout Texas rushed to make changes after Republican Gov. Greg Abbott signed the law last year. On April 2, the president of the 52,000-student University of Texas at Austin — one of the largest college campuses in the U.S. — sent an email saying the school was shuttering the Division of Campus and Community Engagement and eliminating jobs in order to comply with the ban, which went into effect on Jan. 1.

More than 60 University of Texas at Austin staff members were terminated as a result of the law, according to the Texas Conference of the American Association of University Professors. The group said it compiled the list based on affected employees who had reached out and that the number could be greater. University officials declined to confirm the number of positions eliminated.

Officials at other schools, in response to inquiries from The Associated Press, indicated that a total of 36 positions were eliminated between Texas A&M University in College Station; Texas Tech University in Lubbock; Texas State University in San Marcos; The University of Houston; Sam Houston State University in Huntsville; and Sul Ross State University in Alpine. Officials said no one was let go; people were assigned to new jobs, some resigned and vacant positions were closed.

Earlier this week, University of Texas at Dallas officials announced that approximately 20 associate jobs would be eliminated in compliance with the law. University officials declined to comment on how many of those positions are currently filled.

Texas House of Representatives Speaker Dade Phelan, a Republican, applauded the University of Texas actions in a post on the social media platform X. “It is a victory for common sense and proof that the Legislature’s actions are working,” Phelan wrote.

Florida was the first to implement a ban, last year, with the vocal backing of then-Republican presidential candidate Gov. Ron DeSantis, who often derides DEI and similar diversity efforts as “woke” policies of the left. In response to the law, the University of Florida last month announced more than a dozen terminations.

Universities of Wisconsin regents reached a deal with Republican lawmakers in December to limit DEI positions at the system’s two dozen campuses in exchange for getting funds for staff raises and construction projects. The deal imposed a hiring freeze on diversity positions through 2026, and shifted more than 40 diversity-related positions to focus on “student success.”

Republican legislators who oppose DEI programs say they are discriminatory and promote left-wing ideology. Some are counting on the issue to resonate with voters during this election year. Democratic DEI supporters say the programs are necessary to ensure that institutions meet the needs of increasingly diverse student populations. Lawmakers from the party have filed about two dozen bills in 11 states that would require or promote DEI initiatives.

Texas’ anti-DEI law, which Abbott enthusiastically signed last year, prohibits training and activities conducted “in reference to race, color, ethnicity, gender identity, or sexual orientation.” Additionally, the law, also known by its legislative title, SB17, forbids staff members from making hiring decisions that are influenced by race, sex, color or ethnicity, and prohibits promoting “differential” or “preferential” treatment or “special” benefits for people based on these categories.

SB17 states that the ban doesn’t apply to academic course instruction and scholarly research. That’s why professor Aquasia Shaw was so surprised to hear last week that her supervisor was not going to renew her contract. Shaw said she was not given a reason for the termination, but considering the timing, she suspects it’s the new law.

Shaw taught courses on the intersection of sociology, sports and cultural studies in the Department of Kinesiology and Health Education at the University of Texas at Austin. Her faculty page on the university’s website states her focus as “sociology of sport and cultural studies, sport management and diversity, inclusion and social justice.” A course she taught this semester was titled Race and Sports in African American Life. But she said she had not been involved in any DEI initiatives outside of her teaching.

“I was under the impression that teaching and research was protected so … I am trying to grapple with the idea and in denial that this can’t be the reason I was targeted,” she said.

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In March, Republican state Sen. Brandon Creighton, who authored SB17, sent a letter to public university boards of regents across the state, inviting them to testify in May about the changes that have been made to achieve compliance. He included a warning that renaming programs, rather than changing their intent, would not be sufficient.

Creighton’s office did not respond to an emailed request for comment.

The law’s impact was felt in Texas even before it went into effect. In anticipation, University of Texas at Austin officials last year changed the school’s Division of Diversity and Community Engagement to the Division of Campus and Community Engagement. The name change didn’t save it — it was closed this month. School officials said some of the division’s projects would be relocated, while others would be shut down. They did not provide specifics.

Shaw said she was the only person of color in her department. She said she saw on X that other university employees had been let go and began connecting with them. At least 10 of the other terminated faculty and staff members whom she contacted are also from minority groups, she said.

The loss of her job was a big blow to Shaw, who had already scheduled classes for this summer and fall. She said her superiors had previously told her they hoped to renew her contract.

“I am so disheartened to see that exactly what I was concerned about ended up happening anyway,” Shaw said.

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