We wanted to find out just how UK teachers feel, and how they plan to move forward with digital learning in a post-pandemic world.
If 2020 was The Year of the Shake Up; 2021 is The Year of the Catch Up.
At least that’s how it feels in the UK as demand for the education system to “make up for lost time” can be heard across the nation.
However, students might struggle to get ahead as the value of digital learning solutions aren’t being realised, so financial support and access to digital devices are heavily limited.
Research shows schools do not have the technology and teachers aren’t taught the skills to educate students in a way that will prepare them for the types of jobs they will have in the future.
– Kami 2021 UK educator survey*
Everyone now realises UK’s schools should really be jumping onboard the Digi Education Express to set their students up with the skills needed for their digital future.
So, what’s the hold-up?
After conducting surveys with a number of UK teachers, we found the answer isn’t that straightforward. It comes down to a number of things that collectively pull the brakes on successful digital learning, and ultimately, better learning outcomes for students.
The underlying problems
On an international scale, the UK is falling behind their US peers, largely thanks to a lack of digital integration.
Here’s the low-down on digital learning in the UK:
- Schools are spending over £484million on paper each year. That’s equivalent to nearly three million Chromebooks 🤯
- But it’s not by choice; teachers are forced to use paper due to limited device and software access. Just over a third have access to one desktop PC per class, while almost a quarter have no access at all
- 90% of the teachers we spoke to know that their students need to keep advancing their digital skills
- But 54% believe that the level of tech used in classrooms right now won’t prepare kids for the working world
So it’s not from a lack of trying. Teachers are working hard to prep students for their adult life, but support just isn’t there. Seventy-seven percent of teachers said they had to teach themselves the skills needed to deliver digital learning – as if teachers aren’t busy enough already!
Traditional systems are holding both teachers and students back. There’s no doubt that enriching classrooms with digital solutions will save valuable hours and money in the long run, but add environmental benefits and Special Education support, and it’s a no-brainer.
A call to catch up
With the pandemic forcing schools to play catch-up and rethink how they approach teaching, there’s no better time to refresh old methods with a new, digital-first solution.
There has been a clear shift in how students want to learn – with expectations of more personalisation (78%), more collaboration (74%) and more instant feedback (65%).
– Kami 2021 UK educator survey*
But what about the classroom and the value of in-person learning?
Well, there’s no need to compromise!
While Covid has driven a swift merge of tech and teaching, one thing remains: the classroom will always be the hub of learning. Digital tech isn’t about replacing the classroom but enhancing learning for all. With our powers combined, we can prepare students for a lifetime of learning in the modern world.
That’s why we’ve created a tool that makes lessons more interactive, collaborative and accessible for students of all abilities. Whether that’s in person, entirely remote, or in a blended classroom.
77% of Kami users say daily use saves them time, and 56% say they’ve seen a noticeable difference in student engagement with Kami.
– Kami 2021 User Survey**
Outdated methods leave today’s kids feeling frustrated and unprepared for the reality beyond the classroom. The UK education system needs to catch up and invest in digital support and devices for all. Investing in digital education means teachers and students alike can use tools like Kami to pave the way for a lifetime love of learning.
This isn’t the future of learning, it’s the learning of today.
Read more on Education Technology News.
*This UK survey comprises 800 teachers, 400 primary school teachers and 400 secondary school teachers and was conducted by Vitreous World and commissioned by Kami. Of the 800 respondents, 420 were from local authority, 299 from academy schools and 92 independent or private. The research was carried out in May and June 2021.
** From a survey Kami conducted at the end of the US/UK school year in May 2021, from a random sample of over 5,500 teachers.