Computing & I.T Resources
The digital divide between student and teacher attitudes towards technology in the classroom
N
o modern generation quite shares the attitudes and experiences of their forebears. If we think back on the baby boomers, generation X and now
the ‘digital natives’, each peer group is shaped by an individual set of circumstances that form its behaviour and preferences. In reviewing research into the use of technology in education, it is clear
that there is a ‘digital divide’ in Europe not only between rich and poor, but between student and teacher attitudes towards technology’s role in the classroom. To support this conclusion, research carried out by European Schoolnet in
2013 found that high levels of infrastructure provision in schools had no overall relationship to “student and teacher use, confidence and attitudes” towards technology in the classroom. For a technology company like Epson, this kind of consideration is very
important to the type and functionality of product developed for schools in the future.
The call of the digital native In research entitled ‘Internet Technologies for an Engaging Classroom’ (ITEC) which was funded by the European Commission, students across Europe stated a preference for more child-centred, collaborative approaches to learning as opposed to the conventional teacher-led model. In particular students noted the following learning styles, all of which can
be facilitated and supported by available technologies, like cloud-connected smart projectors.
• Game based learning • Play • Project & discovery-based learning • Students working in teams • Teachers understanding and building links with children’s interests out of school
Teacher thinks differently While the ICILS International report showed that surveyed teachers in the European Union were generally positive about using ICT in teaching and learning, it is clear that they have a different attitude to their students regarding how technology should be integrated. For example, in the ICILS study, teachers appear to have been especially
positive about technology’s ability to support access and management of information.
In the ITEC study teachers responded that the ‘most useful’ technologies
were associated with “teacher-led, didactic classroom practices” (e.g. projectors and interactive whiteboards). Teachers’ views on the topic reflect their sensitivity towards occasional
July 2015
www.education-today.co.uk 31
perceived educational shortcomings of technology-led instruction. For example the research noted that despite an overall positive attitude towards technology in the classroom:
• “Teachers are sensitive to potential negative aspects (for example related to students’ skills in writing, calculation and estimation)”
• “Areas of teaching and learning that are often more complex developing critical, intellectual and social skills) were the areas that showed the highest lack of conviction from respondents”
• “With the exception of Denmark, a majority of teachers in all participating EU countries agreed that ICT “limits the amount of personal communication among students”
Importantly also, practical implications for the teaching staff in schools
were captured by the research findings, including: • “Teachers recognised the value of using technology in the long-term but identify a short-term impact on workload”
• “More than a quarter still found it difficult to introduce new technologies in their teaching, a very high majority of respondents across all countries desired additional training on using technology in the classroom”
Who knows best? As a technology company that works to support educators, there is a need to do more. Perhaps we need to develop more intuitive technologies? Or perhaps, provide more instructional support to help teachers have the confidence to integrate technology into learning more of the time? But it’s clear that technology offers huge potential benefits for teachers
and student alike and there is very little disagreement from the teaching community in Europe.
uFor more information call 0844 409 8010
uwww.epson.co.uk/education
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