Invisible technologyWhat every school needs from a digital strategy

a) effects were stronger when computers were used to supplement traditional teaching, rather than being seen as its alternative.

b) effects were stronger when teachers received higher levels of training in the use of computers

c) effects were strong when computers offered students opportunities to extend their learning practice periods or take advantage of tutorial assistance

d) there were clear advantages in the students assuming control over the learning situation in aspects such as pacing and mastering new material

e) students were able to use computers most effectively when working in pairs

d) computers have the ability to provide highly adaptive feedback to the learner

e) students learn more when they work in pairs when using technology

John Hattie University of Melbourne

Feedback +8 Metacognition and self-regulation +8

Peer tutoring +6 Homework +5

Collaborative learning +5 Mastery learning +5 Digital technology +4 Reducing class size +1

Interventions

Sandra Nutley University of St Andrews

“Many schemes only recognise practices and programmes that are underpinned by the strongest of evidence bases. This can stifle innovation [.] There is merit in programmes which seek to recognise practices which may be helpful but do not yet have evidence to support them.”

Bob Harrison

Toshiba Education Adviser

“There is NO evidence of a causal link between any piece of technology and improved learning outcomes but there is abundant evidence of a correlation between schools and teachers who use technology effectively and improved learning outcomes.”

Supporting teaching• Initial review of prior knowledge • Formal presentation • Guided practice • Initial feedback • Independent practice • Follow-up review

Hattie, Gardner, Claxton…

Supporting learning• Teachers with excellent subject knowledge • Feedback that is delivered sensitively and

effectively • Resources that are media rich and engaging

Hattie, Willingham, Kahneman…

Supporting people• A person that understands the processes

and challenges involved in teaching and learning

• Technology that supports these processes and ameliorates the challenges

Dominic Norrish Group Director of Technology

United Learning

“Schools which employ technology whenever it is the best tool for the job, embedded through strong leadership, routinely turn out to be better schools for it [.] Successful technology projects in schools almost always rest on the quality of leadership and implementation (including training), and almost never on the quality of the technology.”

Steve Wheeler University of Plymouth

“Every school seriously needs to formulate its own strategy for the appropriate procurement and purchase of new technologies. Firstly, each school needs to locate where its unique problems, challenges and needs are. The next step is to consider all of the possible solutions, including technology answers.”

Email: jose.picardo@surbitonhigh.com Twitter: @josepicardoshs

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