The paper by Reform ‘Beyond Gadgets’ makes claims such as
- how using video tutoring apps instead of one-to-one tutoring could allow 300,000 additional pupils to make ‘significant progress’ at school.
- how using online tutors to support disadvantaged pupils at school could allow for an additional 30 million hours of tutoring, within the same budget.
- how technology can free up teacher time in disadvantaged schools to spend on more pupils in need.
- how schools could cut the working day by 25 minutes and cut the time teachers spend monitoring homework by 95 per
cent. - research shows that artificial intelligence systems can produce better learning outcomes than comparative human methods.
These are bold claims and they come with many suggestions about what needs to be in place in order for this to happen. For example:
“Schools should provide Continuing Professional Development (CPD) as they are implementing EdTech. This should include sharing successful as well as failed EdTech approaches in the classroom.” p6
“The Department for Education should identify and engage with ‘Tech Expert’ schools to celebrate their achievements and link them up with schools that are struggling to make effective use of
EdTech to support disadvantaged pupils. It should look to recruit several private-sector providers to help fund these networks.” p6
This is just a starting point for a potentially robust debate.