Based on a survey of 219 UK teachers, this report indicates that the majority of teachers believe that technology can have a positive impact on children’s literacy learning. However, varying levels of access to hardware, software and wifi and a lack of training present barriers to the effective use of technology in the classroom.
Building on our previous research looking at the impact of technology on literacy, this is the first time we have explored teachers’ perspectives on access to, and use of, technology to support literacy in detail. Our report found that:
- Most teachers consider the ability to engage (86.8%) and enable (66.7%) pupils to be the principal benefits of using technology in the classroom
- Teachers feel technology can have a particularly positive impact on reluctant readers and writers (68.5%/ 62.6%), boys (64.8%) and less able readers and writers (62.6%/ 60.3%)
- 3 in 5 (59.4%) teachers believe technology can help pupils overcome barriers to learning, and three quarters (76.7%) feel it should be available to support pupils’ literacy across the curriculum
- Under half (48.4%) of teachers said their pupils had access to iPads or laptops, and just 2 in 5 (39.3%) to desktop computers. Secondary students were at a greater disadvantage in terms of access to technology in the classroom
- Almost a quarter (23.3%) of teachers say they have received no training to use technology to support literacy
The report includes a number of case studies detailing the experiences of teachers of all levels using technology to support literacy in a range of settings, and was funded by Crick Software.
