DFE Pushes for a Tech Revolution in the Classroom

Don’t you know, we’re talking about a revolution. A revolution in the way schools approach data, how they use technology and it’s positive effect on teacher wellbeing. And we’re not alone. Last week, Education Secretary, Damian Hinds called on tech firms to kick-start an “educational revolution” in the classroom. Read how Pupil Progress is already tackling the issue the DfE has highlighted

Don’t you know, we’re talking about a revolution. A revolution in the way schools approach data, how they use technology and it’s positive effect on teacher wellbeing. And we’re not alone. Last week, Education Secretary, Damian Hinds called on tech firms to kick-start an “educational revolution” in the classroom.


Highlighting technology’s ability to bring teaching to life, Hinds has called on tech firms - both in the UK and Silicon Valley - to solve some of education’s largest issues, including the development of more innovative teaching practices, which will go some way to slash teacher workload and promote lifelong learning.


Hinds praised the commitment some schools have already taken to integrate technology into the classroom, which has enhanced pupil’s learning experiences and reduced the day-to-day workload for teachers:


“I’ve been fortunate enough to see technology being used in revolutionary ways. Students are able to explore the rainforest, steer virtual ships or programme robots from their classroom, while teachers are able to access training, share best practice with colleagues and update parents on a pupil’s progress without being taken away from their main focus – teaching.”


This is something we’re passionate about at Pupil Progress. We believe teachers should be focussed on teaching, not unnecessary admin that puts a barrier between teachers and pupils. Technology gives teachers more control, streamlines processes and, importantly, reduces workload and time pressures.


The Education Secretary wants change, and fast. He’s set out five ways tech can improve the education system. These include improvements to access, inclusion, learning outcomes, more efficient assessment processes, flexible teacher training methods, online learning improvements and, of course, administration processes that reduce the burden of ‘non-teaching’ tasks.


The Government report cited Shireland Collegiate Academy as a school proactive in reducing teacher workloads, something that allows them to focus on teaching.


Mark Grundy, headteacher at Shireland Collegiate Academy, said: At Shireland Collegiate Academy we have used technology to support staff, students and families for a number of years. We have supported many schools in replicating our processes, and having the interest and advocacy of the Department for Education around using technology for school improvement will make an enormous difference.”


This aligns with our mission at Pupil Progress to give time back to teachers, allowing them to do what they do best - teaching. It’s no wonder Shireland Collegiate Academy uses Pupil Progress to help them on their mission.


Damian Hinds' comments represent a rise in the awareness of technology as a force for educational good, and how it can positively impact teacher wellbeing. Far from cutting teachers off from their students, tech can enhance the learning experience and put the passion back into teaching, giving staff more time to plan, teach and enjoy their work.

 
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