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Digital technology

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?

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