“We’re glad to see that the government has listened to calls from schools that this strategy should focus both on student attainment and on teachers’ wellbeing by using innovative technologies to complement existing teaching skills.
“Proven edtech can undoubtedly make a huge impact on students with special learning needs, but we must not forget that the attainment gap for disadvantaged pupils is continuing to grow. As such, we would strongly urge government to seek ways to ensure these students benefit from investment in new technologies. For example, the strategy recognises the importance of suppliers working in collaboration with schools to test and develop best practices.
“We’ve seen this kind of collaboration first hand. In developing personalised maths learning technologies we’re working in close collaboration with a number of schools, seeing the gap for disadvantaged students dramatically improve. We know from experience that the potential impact of innovative technology needs the close involvement of schools if it is to really make a difference to disadvantaged students and all learners.
“The strategy’s emphasis on the power of edtech to help lift the burden of admin from teachers is vital – allowing them to focus on teaching itself without compromising wellbeing. UCL’s report this week on teachers leaving the profession is proof that edtech has a key role to play in supporting stressed teachers. This is why it is so important to work closely with schools and teachers to develop edtech solutions that take a holistic view. Technology has the power to transform our schools for the better, but only if suppliers work hard to truly understand the complicated matrix of challenges that present themselves in classrooms.”
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