Device Donations

A Change in Attitude?

Since the beginning of the pandemic, teachers have braved the steep ed-tech learning curve in their response to providing remote learning for their pupils. Now that learners are returning to the classroom and receiving their for face to face, one might think that all will return to the pre-pandemic status quo. However, it is clear that the development in teachers’ ed-tech capabilities has driven a change in attitude.

Below are the findings of a recent US survey into online education (24/03/2021)

• Digital materials use has soared: pre-pandemic, only 25% of institutions made considerable use of digital materials; today 71% report considerable use of digital, with 81% expecting digital material use to "remain the same" or "increase" post-pandemic.

• Online homework and courseware systems use more than doubled: pre-pandemic, only 22% of institutions made considerable use of online homework or courseware systems; today 58% report considerable use of them, with 74% expecting use to "remain the same" or "increase" post pandemic.

• The majority of faculty are more positive about digital learning materials and online learning: 57% of faculty are more positive about digital learning materials today and 51% are more positive about online learning than pre-pandemic.

• Faculty have radically changed teaching techniques since the pandemic, and don't expect to revert back: 71% of faculty said their teaching in Fall 2020 was either "very different" from pre-pandemic methods or included a "number of changes," and only 8% expect to revert back to pre-pandemic practices. Nearly half (47%) expect post-pandemic teaching will have a number of changes or look very different than how they taught pre-pandemic.

• Administrators want more professional development support: Less than a quarter of administrators (24%) are happy with the professional development support they are receiving. Meanwhile, more than half of faculty (54%) think their institution is providing everything they need for professional development.

Due to the absence of recent reseach into the Welsh educational landscape, it is difficult to know for sure whether the same change in attitude is being experienced across our schools. However, a recent twitter poll held by ConnectEd Cymru found that 73% of the 83 respondees were more likey to give digital homework now compared to before the pandemic, which indicates a similar shift in attitudes in Wales.   

Digital Access in Wales

The Children's Commissioner for Wales released a report in January 2021 titled 'Getting online: barriers and successes for the provision of online learning during the January 2021 Tier 4 lockdown'

Findings include:

• In 40% of Welsh schools, more than 10% of pupils still did not have access to devices.

• 12% of schools have reported more than 20% of pupils did not have access to devices. 

• Of those who have reported that they do have access, only 2 of the 148 schools responded saying that no learners were sharing devices. 

• In 36% of schools, more than half of their pupils were sharing devices at home.

This report was published at the height of the 2021 lockdown where there was an unprecedented focus on ensuring everyone had access to their remote education. Nevertheless, it is clear to see that the objective of providing digital access for all was still not met. 

The Digital Divide

Unfortunately, the Children's Commissioner's report above does not distinguish between pupils from deprived or privileged backgrounds, however, prior research strongly suggests that it is young people from more deprived backgrounds who are more likely to suffer as a result of lack of access to devices. 

The Sutton Trust  (Jan 2021) strongly suggests that the Digital Divide was a significant contributor to the estimated 36% widening in the attainment gap between pupils from affluent and deprived backgrounds (EEF, June 2020).  Since pupils have returned to school and are now receiving lessons face to face, the focus on ensuring that every child has a suitable learning device has fallen by the wayside.

Considering the shift we believe has happened in teachers' attitudes toward providing a more blended learning experience, we are extremely concerned that those whose prospects and futures were affected most throughout the pandemic will fall foul of the exact same problem in the years to come.  

We believe every child should have access to a suitable learning device and a reliable internet connection to ensure an equitable education for all.