Digital technology

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Digital technology

HomeSchool resourcesDigital technology

Topic summary

Technology can support student learning, however, pedagogy rather than the technology itself should shape and drive teaching and learning.

By digital technology we mean the use of computer and digital technology assisted strategies to support learning within schools. This encompasses a wide range of digital hardware and software. Technology use in schools can encompass both teachers using technology as a pedagogical or administrative tool to support or enhance their teaching as well as students using technology to support their learning. In addition, in some schools, learning digital technologies is part of the curriculum.

Digital technology is becoming an increasingly prevalent part of our lives, including in our schools. Consequently, it is important that digital technology is being used effectively to support both teaching and learning in schools. Evidence suggests that technology approaches should be used to supplement other teaching, rather than replace more traditional approaches.

While there are a growing number of studies focused on digital technology use, the research base is characterised by several challenges. It is dominated by small-scale studies, which focus on a discrete aspect of educational technology or technology use. There frequently is a lack of replication, which leaves findings vulnerable to ‘false positives’. There also is evidence of bias in numerous studies due to the role of technology companies in funding studies. However, there is evidence emerging from meta-analysis studies to suggest that technology has a moderate effect on learning. However, this effect is not consistent across all subject areas or types of technology use. The evidence suggests that learning effects are greater for languages, mathematics, and science and technology, and lower in social studies and English. 

One of the most consistent findings in the educational technology research is that what makes the difference to students’ learning is the pedagogy being employed rather than the technology itself. Therefore, pedagogical decisions should drive the use of particular technology, rather than the technology driving practice. 

Adaptive technology can be useful in providing students with personalised opportunities for practicing particular skills or recalling specific knowledge. In-build assessment and feedback opportunities similarly can be used to supplement feedback provided by the teacher. 

When choosing to utilise technology in your teaching practice, it is important to consider how the technology will be implemented and any support that is required.

  • What is your teaching philosophy, and how does technology support its realisation?
  • How does technology support the realisation of your pedagogy?
  • Is there any research available on the particular software, educational app, device you are using?

Research reviews

Technology in education: What the research says

An overview of the research on the role of digital technology in education.

The role of technology in teaching reading, writing and maths

What the research says about using digital devices to teach reading, writing and maths.

An introduction to the role of Artificial Intelligence in classrooms and schools

A guide to the latest developments in artificial intelligence and what they mean for teaching and learning.

iPads and tablets in the classroom

What to bear in mind when using iPads and tablets in the classroom

Social Media

Important considerations concerning the role of social media in teaching and learning

Webinars

Safer screen use in educational settings

Julie Cullen of Sensible Screen Use will share insights from a recently published review on the impacts of digital technologies on the health and wellbeing of children and adolescents

Generative AI two years on: Implications for teaching and learning

Hema Sridhar discusses the opportunities and risks of working with emergent AI technologies in schools and classrooms

Educational technology and inequality

This webinar explores trends, issues, and possibilities related to the role of technology in education, with particular focus on the continuing digital inequalities that exist and the social and educational implications of these disparities.

Determining the implications for education from the hype of AI

Dr Sarah Bickerton and Mandy Henk break down in plain language what the recent developments in AI are, what they may mean for education, and importantly, what some strategies might be that teachers and schools can use to engage effectively with AI.

Approaching online learning in primary schools

Learn how one primary school has structured their online and distance learning, including their approach to pedagogy, the curriculum, and wellbeing, as well as their daily schedule and use of technology

Infographics

Snapshots

Research-based guidelines for screen use in educational settings

Key insights from a webinar with Julie Cullen from Sensible Screen Use.

Generative AI two years on: Implications for teaching and learning

Key insights from a webinar with Hema Sridhar from Koi Tū: The Centre for Informed Futures.

Understanding the relationship between educational technology and inequality

Insights from the webinar with Professor Rebecca Eynon.

Understanding the capabilities and limitations of generative AI

Insights from the webinar with Mandy Henk and Sarah Bickerton on generative AI and its role in the classroom.

What can the research evidence tell us about technology in education?

The importance of schools developing a critical stance towards educational technology
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