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Graham Macaulay


Tadworth, United Kingdom

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Across the sector, there is a wide range of technology use in schools. Some schools have a clear strategy, whilst others have little direction and no approach to technology. For me, I believe that one of the main reasons why technology use in schools is so inconsistent across the UK (and beyond!) is that it is very hard to measure the impact that technology has on teaching and learning. With school budgets decreasing and the pressures and expectations on school staff increasing, I feel that it is hard for some schools to invest in technology when there is no clear strategy to be able to measure impact and effectiveness. In the UK, schools and colleges are measured on a number of different data sets but the most common is the % of children that have achieved the standard and the % of children that have achieved a higher standard. This is used to generate league tables and schools are very much concerned about their annual attainment and progress data. It is ,partly, for this reason that schools and colleges struggle to measure the impact of technology as the impacts aren’t always directly related to pupil outcomes. When speaking to staff, and indeed from my experience, it is widely recognised that there are a huge range of positive impacts which staff have identified from technology. They often recognise an increase in pupil engagement, a wider range of opportunities and outcomes that children can engage with and a reduction in staff workload as some of the benefits to using technology. But this is very hard to measure and whilst the above benefits are great and worthwhile, this isn’t to say these benefits actually lead to an improvement in their learning and thus, an increase in pupil outcomes.

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