As the debate over the integration of technology in education intensifies, educators, parents, and students alike are grappling with the implications of digital learning tools. John Uttley is the chair of governors of 12 primary and secondary schools in East and North Yorkshire. During his time in government, he raised alarm public on these tools’ ineffectiveness. He stated that there is “no evidence that devices are more beneficial than other methods of teaching.” Skepticism, it seems, is growing. This good cause for concern is hardly offset by the announcement yesterday of a major government investment of £4 million to create AI tools to assist teachers with marking and lesson planning.
The UK government’s push for technological integration is partly driven by the need to streamline educators’ workloads. AI tools are already being developed to assist with grading assignments and visualizing lesson plans, potentially giving teachers back hours of time to focus on what matters most. This initiative begs the question of what makes this new program better, beyond the rote teaching of the past.
Yet, among these parents as well, a disquiet is rising about the growing dependence on devices to carry on education. Anna, a mother of two, expressed her fears. She is very concerned that her children will be using these devices even more when at school and on their homework assignments. This fear is not echoed among all students, as many are drawn to the allure of digital learning. To Rosa, an 8-year-old girl, there’s nothing better than finishing her homework on a tablet. It’s rewarding for her because she can “collect coins” for getting answers right!
Matilda, a 13-year-old student, feels confused by educational apps. She likes to stick with what’s familiar, so on other nights, she defaults to traditional pencil-and-paper homework. This divergence in student experiences highlights a broader issue: while some children thrive in tech-enabled learning environments, others may struggle or feel disengaged.
Feedback from Year 7 pupils shows us that they are biased towards preferring us to engage in a digital way. Many described using iPads as “so fun” and “more interesting than writing all the time.” Uttley is still worried about the excessive use of screens in schools. He champions using technology as a complement to, instead of a replacement for, established teaching practices so that all students can be equipped with the education they need to thrive.
Many other experts in the field are raising similar alarms. For many years Renate Samson has campaigned for a clearer understanding of educational technologies and how they should be used, or not, to improve teaching and learning outcomes. Furthermore, she claims there needs to be much more empirical evidence available to determine the desired effect these new and shiny tools have on student performance and engagement.
One head teacher, Tim Milburn, sees things differently. He believes that working on devices can engage young people effectively and prepare them for the digital world they will enter after school. Milburn’s optimism mirrors a reality expressed by more and more educators across America where technology has become ubiquitous, deeply embedded in the fabric of teaching and learning.
The Education Alliance has taken steps to evaluate the use of technology in schools since returning to normal operations post-pandemic. Schools have implemented measures to ensure that technology is used responsibly. For instance, firewalls restrict students to accessing only class-related content during school hours.
It’s a daunting world of edtech. There are an estimated 1,203 ed tech companies currently operating in England alone, and the sector is valued at approximately £6.5 billion. An astounding 90% of primary schools in England already utilize learning platforms. Even more so, 92% of secondary schools have adopted these tools to help agencies deliver education much more effectively.
