- Teachers in the US recognise that the achievement of effective learning outcomes is largely influenced by a wide range of factors, driven by adopted training styles, technology tools and software, the classroom environment, as well as the support and training they are offered, regardless of their teaching experience or instructional approach.
- This wave of research shows a shift in how frequently teachers use software tools. While LMS/SIS platforms and productivity suites remain the most widely used, there has been a notable increase in teachers recognising the value of classroom response tools.
- With the topic of student screen time continuing to garner attention globally, this wave of research saw the distinction between intentional and passive screen time in the classroom. Interestingly, both passive and intentional screen time was reported to be an average of roughly 2 hours – notebooks were most widely used for instructional screen time due to their suitability and use for dedicated learning materials, independent study and collaboration, while mobile phones and tablets were widely used for passive screen time to access content unrelated to direct instruction.
Edtech Voice USA Learning Outcomes
Following the COVID-19 pandemic, the spotlight has very much remained on EdTech and its role in maintaining and continuing children's education. Whilst strong investments made by governments into digital transformation remains key, teacher recruitment, retention and training is crucial in the learning environment due to its influence on the student environment and overall learning outcomes. With the investment of
tech into the classroom, next comes the integration of effective teaching styles and usage to ensure a balanced and incorporated approach.
However, recent international studies have raised doubts on the perceived efficacy of technology on improving learning outcomes in K-12, as well as the growing concern of digital screen time on students both in the classroom and out. This report seeks to provide clarity on this issue and will quiz teachers on their experiences of, and attitudes towards, the impact of tech in the classroom. It also explores the barriers to tech being utilised to its potential – from training to effective integration into the pedagogy.
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