If nothing else, the past two years have shown that many schools are ready to embrace new innovations, developing their students’ digital skills for life. In response to the first national lockdown of March 2020, the education community was compelled – almost overnight – to evolve at an unprecedented pace, as staff and students upskilled to work remotely. Today, learning companies such as Pearson and schools across the country, like Denbigh High, continue to build on that transformation. 

So, what have we learned from that shared learning curve – and how can we keep evolving in a way that maintains the best bits of those lessons for our students? 

One: make time to reflect

Since emerging from the final lockdown, many schools – Denbigh High School included – have entered a period of self-reflection, assessing what has worked well and not so well in the system. They have taken the vital step of evaluating the impact of evolving technology on teaching and learning, student wellbeing and staff workload.  

If your school can make time to do the same, that will be its strongest foundation for positive change, ensuring all voices are heard and that inclusion is boosted across the board. 

For Pearson, this is driving the evolution and continual improvement of our digital services. Our guiding principle is that we harness technology in education, not because we must or can, but because it’s the right tool to maximise teaching, learning and assessment. Data-driven insights enable schools to identify exactly how students have been taking on information, help address any gaps between them, and pinpoint overall learning trends. The more digital platforms are used, the clearer a picture they build of the school community, and the more targeted support your learners will receive. 

Equally as important in plotting your school’s ongoing engagement with digital learning is listening to the staff and student voice. Consider engaging user groups in digital surveys, for example, as well as meeting face-to-face.  

In Denbigh High School, weekly student “Friday Forums” have become an excellent opportunity for learners to feed back their experiences, and have a direct impact on the strategic direction of technology usage across the school. The use of technology is also a regular agenda item at leadership team and governor meetings. 

Of course, not all schools have the same capacity to install a dedicated leader on the topic, and not all schools have the impetus or resources to develop a digital strategy. These schools need support, guidance, and strategic direction to do so – and to better support students as a result. These are efforts that must be system- wide. 

Two: tap into the big picture

The latest views around edtech – its current role and perceived future – as well as the role of the national curriculum, were proactively sought by Pearson for their 2022 School Report, which identified that over half of teachers (52%) now think a better ‘digital curriculum’ is needed to better prepare learners for an online world.  

In the same research, 8 in 10 teachers said that both digital wellbeing or digital literacy should be incorporated into the curriculum over the next 5-10 years; almost half of teachers think reading and writing for digital media should be incorporated, and a third (32%) think the same for the teaching of digital communities/networks.  

Digital learning is very much here to stay, and both schools and edtech providers must continue adapting to ensure students are equipped to thrive when building their future. 

Three: prioritise wellbeing

The findings above paint a picture of an education community which recognises that students are facing new environments, ways of working and mental health challenges, as a result of the ever-changing digital landscape. We all need to acknowledge this – and keep these vital conversations going – with a view towards long-term impact on the whole pupil, not just on academic achievements.  

At a school level, student and staff wellbeing should be an absolute priority in the provision of edtech. In Denbigh High, for example, staff continually work to identify where the use of technology can improve communication and understanding (especially for SEND and EAL students), and act as quickly as possible to remove any barriers to this happening. 

Four: find the gaps, and fill them

On return to the classroom, school networks and infrastructures have had to develop to keep up while leadership teams have had to evolve their technology for learning strategies to reflect an increased demand for mobile devices and technology-based CPD. What works well online doesn’t always work in classrooms, and it’s essential to adapt pedagogy accordingly.  

The subject of mobile devices, and digital access, is a critical one to consider when it comes to thinking about how we support students. While many schools still need fixed ICT Suites to support elements of the curriculum, the vast majority of technology for learning is now being delivered on mobile devices. Given that many schools still operate from buildings that were never designed for this explosion of digital innovation, mobile devices offer a chance for all schools to offer flexible learning environments, regardless of the physical limitations of their classrooms. They also offer better access to students from disadvantaged backgrounds, who may not have personal access to a laptop or tablet at home. 

In Pearson’s 2021 #digitalclassroomsurvey, over half of the respondents recognised a digital divide in their schools, with social isolation and lack of motivation presenting major challenges to some students’ online learning. The learning company is striving to create ever more inclusive programmes that will work on any screen, anytime, anywhere. 

Five: re-assess assessments

At Denbigh, staff firmly believe that it’s always important to extract the trends from the genuinely transformational – and the movement towards onscreen assessments and marking seems to be transforming examinations on a national scale.  

A recent Spotlight on Onscreen Assessment report from Pearson found that 65%  of teachers would be interested in adopting onscreen assessment within 1–4 years, while 77% would like more technology to be used in teaching and exams.The demand is high, as is the need for further CPD in these areas, with 95% agreeing they need more training in technology for teaching and assessment. 

In addition to delivering the first onscreen exams for Pearson Edexcel GCSE (9–1) Computer Science this summer, Pearson delivered 4,000 mock exams completely onscreen last year via their Mocks Service, with exams taken online and results delivered electronically. The support this could offer in enhancing teaching, learning and assessment around the country is immense – and so, to fully achieve the potential of onscreen assessment for GCSEs and A levels, we will need to continue collaborating, sector-wide. 

As we all know, technology never stands still. That’s why it’s so important that schools continue to use “measured innovation” – to borrow the words of one Denbigh High School staff member – moving us forward collectively through reflection, adaptation and development.  

Ultimately, collaboration is what will shape the future of education technology in the most positive and inclusive ways. Your voice matters. Learners’ voices matter. With schools and learning companies working together, and hearing each other, we can take big strides for the benefit of every student – and those who support them.