Digital technology can offer new ways of learning, and opportunities above and beyond what can be achieved with pen and paper. 

​

Using the internet to search for information is linked to improved learning outcomes. One meta-analysis found that inquiry-based learning was the most effective use of devices. Technology can allow access to not only information, but can allow communication with experts, and can connect learning to real life experiences.  

​

Students can demonstrate understanding of conceptual ideas through content creation and visual media.

Benefits include 'the ability to create rich content such as images, video and interactive presentations, share information globally and communicate with other people.'

​

Some evidence suggests that purposeful use of technology to supplement maths teaching can support learning when combined with active instruction, with some studies showing a small positive effect.

 

Digital technologies can support learning and inclusion for children with special needs. Assistive technologies can aid children with learning difficulties, working with their strengths, to get around their challenges. 

 

Dr Maryanne Wolf, the director for dyslexia, diverse learning and social justice at UCLA believes that digital technology should be embraced as the exciting field that it is. She recommends that children learn coding, programming and specific ICT skills in parallel to 'decoding' (reading) in print.

 

This would allow children to develop knowledge and understanding of the way digital technologies can be used, as well as developing skills such as planning and sequencing. 

 

New Zealand has numerous courses offering coding, robotics, 3D printing and programming for children. Some offer free programs to schools.

 

Pauline Cleaver, the Ministry of Education's Senior Manager of Curriculum, Teaching and Learning has given examples for young children of learning that meets the new digital curriculum. "To a 5-year-old, 'computational thinking' might mean learning how to give step-by-step logical instructions, which was an early part of learning about algorithms, and might not involve using a device at all." 

 

However, research suggests that learning to read and write may be best supported with analogue teaching for most students - even to gain digital reading and writing skills.

 

To improve digital reading skills, Dr Maryanne Wolf advises that children be taught to read in print form only for the first 3 to 4 years of education.

 

She notes in an interview with Tonya Mosley, "using our knowledge of the differences in reading strategy on print versus paper, we can teach students first how to become fluent and complex readers, and then which strategy/mode of reading to choose for which task. This allows children to learn to read at a rate which allows deep reading and comprehension to develop, and to develop critical thinking skills. From this point, educators can teach strategies to help children select the best mode of reading."

 

When searching for information and filtering, reading on a device might be best. For complex text or articles (over a page), printing or consciously slowing down to allow comprehension can be a better option. Complex novels should be given by schools in paper form.

 

"For serious literature (of the sort you contemplate, and potentially reread), general wisdom is that print may be best. However, for foreign language or organic chemistry texts that include adaptive learning tools (such as intermittent quizzes and guidance back to the appropriate passages in the text explaining what you missed), there can be clear benefits for digital." Excerpt from an interview with Naomi Baron, Linguist and expert in technology and language.

​

Skill integration

 

When delivering tasks or projects, giving students time to think and plan before searching for information online may help to develop critical thinking skills. 'What do I already know? What different resources could I use to find information?'

 

Clear policies

 

Some schools have clear digital policies online, so students and parents are aware of expectations, such as this example from Ponsonby primary school. 

 

Further resources

 

Linda Liukas has an inspiring and positive TED talk about teaching children about computers, as well as her delightful 'Hello Ruby' children books that teach the concepts of programming without requiring a computer. She has developed a site for games that teach skills such as coding and algorithms, and has a section for educators. 

 

'CS unplugged' is a collection of free teaching material that teaches computer science to young children with non-digital games and puzzles. Digital resources are available online and in book form as a free download.

​

The Education Hub has further evidence-based resources on effective uses of digital technologies in the classroom.

 

Use technology as a tool, not an approach to education

 

Technology is not introduced into a vacuum. It is therefore important to identify carefully what it will replace or how the technology activities will be additional to what learners would normally experience (Higgins, Xiao and Katsipataki, 2012).

 

Experts suggested that the use of technology in the classroom should be a tool, not an approach to education. 

​

Prior to adopting technology in the classroom, consider the level of evidence for effectiveness.

 

In researched interventions, technology is best used as a supplement to normal teaching rather than as a replacement for it. This suggests caution in the way in which technology is adopted or embedded in schools (Higgins, Xiao & Katsipataki, 2012; UNESCO, 2022). 

​

References not included in hyperlinks:

​

UNESCO. (2023). Global Education Monitoring Report Summary 2023: Technology in education: A tool on whose terms? UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000386147