The DfE has published an interesting survey about the use of Educational Technology in schools. These days, unlike when I first started teaching, EdTech usually means IT related equipment. The survey can be found at Education Technology (EdTech) Survey 2020-21 (publishing.service.gov.uk) It is worth noting that the Review is based upon a survey of a limited number of schools and teachers and that classroom teachers views may less visible than views from IT specialists and school leaders.

Many years ago, in the days of the Labour government, the early use of IT equipment in schools was chronicled in a number of surveys. I recall writing about some of the results, for instance, in the TES on 4^th January 2002 when government data suggested that the average secondary school already had more than 120 computers, and the average primary school more than 20.

In those days, the internet was still new and smart phones were only for enthusiasts. I also recall commissioning a Java app for the 2005 General Election based upon the cost of the War in Iraq: but that’s another whole story.

Schools these days take IT equipment for granted, but there are still differences between the primary and secondary school sectors. The Review rightly suggests that the need for ‘A review of the digital technology used for supporting pupils with SEND.’ (Page 22).  All too often the need for accessible technology can be overlooked.

Schools clearly need more support, not least in the area of cyber security training and safeguarding pupils and staff. The decision to abolish rather than update the national support for Education Technology in the great bonfire of the QUANGOs instituted by the Conservative Ministers in the coalition government really does look like a short-sighted move, whatever the shortcomings were at the time. This lack of on-going support is recognised in the suggestions for future development contained in the Review.

Schools indicated a range of barriers to future effective use of EdTech including

Financial barriers were by far perceived as the biggest barriers, especially cost and budgetary constraints, although availability of technology in school (which is also likely to be linked to school budgets), was also cited.

Pupil barriers were perceived by teachers to be major barriers and the availability of technology (94%) and internet connectivity (90%) in pupils’ homes were perceived to be the biggest barriers to increased uptake of EdTech after cost and budget. Secondary school teachers (in particular those from local authority ‘maintained’ schools) perceived these factors to be ‘big barriers’. Pupils’ digital skills were also perceived as a barrier, although to a lesser degree.

Staff barriers, including teachers’ skills, confidence and appetite for using EdTech also represented a substantial barrier. Almost nine out of ten headteachers (88%) and three-fifths of teachers (58%) cited teacher skills and confidence as a barrier to the increased uptake of EdTech. Teachers who mentioned this was a barrier for them were less likely to say that EdTech met their needs, saved them time and reduced their workload. These teachers were also less confident in their ability to deliver remote education.

Connectivity barriers in school were also commonly mentioned, although they were more likely to be cited as ‘small’ barriers rather than ‘big’ barriers.

Safeguarding and data concerns were also mentioned, especially by secondary school teachers, however, overall, this represented a ‘small barrier’ to the increased uptake of technology. (Page 20)

Implicit in the comments about barriers may be the different funding regimes between academy chains and local authorities, whereby it is easier for academy chains to manage development and purchasing strategies than it is for local authorities under the present funding arrangements.

The use of devices reflects the difference between class-base teaching in the primary sector and subject-based teaching across most secondary schools. This difference in teaching strategy may explain why fixed units such as PCs have greater exposure in the secondary sector and tablets and other more mobile devices are to be found in great numbers in primary schools where pupils spend the majority of their time in a single teaching base.

The past two years of the pandemic has helped change the landscape for learning in schools and the future must make the best use of the skills only teachers can bring to support the learner and the best use that can be made of technology.