Managing effective use
of digital technology
Embedded Files
To implement school technology successfully, leaders must shift the "screen time" debate from passive consumption to active, purposeful learning.
By aligning staff on high-impact digital tools and hosting parental "study tours," schools can demonstrate how technology enhances rather than hinders the educational experience.
How different forms of ScreenTime affect learning?
It is important to understand the different types of 'ScreenTIME' to ensure technology use is effective and appropriate for all learners.
To overcome screen time concerns from higher device ratios (often due to teacher unfamiliarity and parental misunderstanding), schools need effective communication that clarifies active vs. passive use and showcases technology's learning benefits.
Three different types of digital technology use:
Reproduced with permission from to Dr Fiona Aubrey- Smith
Reproduced with permission from to Dr Fiona Aubrey- Smith
The graph above shows the average minutes spent on screen time per day and highlights several key differences between home and school use of screenbased technology:
Low Demand (Staretime): This category, which includes passive consumption like watching TV or social media, is almost entirely a home-based activity, averaging nearly 60 minutes per day. In contrast, the school use for this type of screen time is recorded at 0 minutes.
Active Cognition (Sense & React): This involves deliberate cognitive tasks such as researching or editing documents. School use significantly leads in this area, averaging approximately 30 minutes per day, while home use accounts for roughly 10 minutes.
Cognitively Active (Think & Enact): These are high-challenge interactions, such as collaborative projects and complex problem-solving. The graph indicates that this occurs for roughly 15 minutes per day in schools but is non-existent at 0 minutes for home use.
Overall, the data suggests that while home screen time is dominated by passive consumption, school-based screen time is dedicated to active and high-level cognitive learning.
Parental perception and the reality in schools
Parents perception of the amount of time spent using digital technology (eg Screentime) is not always aligned with the reality in schools
Reproduced with permission from to Dr Fiona Aubrey- Smith
What is the role of digital technology used in this photograph?
Examples of the different kinds of
digital technology use
‘Researching online for a project’ and ‘Watching an Educational Video’
- this could be Passive if it is just a child reading about a hobby for general interest or watching a YouTube ‘how to’ Minecraft tutorial.
But it would be Transactional if the child was then paraphrasing their findings into a document (e.g. slideshow about Cats) or using the insights to help them do a particular task (e.g. enacting what the Minecraft tutorial taught them).
Using drawing apps, music apps to learn music could be Transactional if they are using those apps as a tutor/instruction process. They would only be dispositionally Developmental if that process was supported by some kind of metacognition (e.g. doing something, reviewing it, improving it as a result and then finalising it).
For a creative project, video chatting with a friend might be passive (themed social talk), transactional (one friend guiding the other to complete a task), or dispositionally developmental (the conversation itself explicitly enhances both individuals' thinking).
Practical steps to address parental concerns over increased digital technology use in school time
1. Proactive Communication
Clearly articulate the school's pedagogical rationale for EdTech integration, emphasising its role in enhancing learning outcomes, not just increasing screen time.
Share specific examples of how technology is used to support learning objectives, differentiating between passive and active digital engagement.
Provide data and evidence demonstrating the positive impact of EdTech on student engagement, achievement, and digital literacy.
2. Transparency and Engagement:
Offer workshops or presentations to educate parents on the types of digital tools used and how they benefit students.
Create opportunities for parents to experience EdTech tools firsthand, allowing them to understand their educational value.
Establish open channels for feedback and address parental concerns promptly and respectfully.
3. Individualised Approach:
Acknowledge and validate parental concerns, recognising that each family has unique perspectives on technology use.
Offer individualised conversations to address specific concerns and provide personalised support.
Be prepared to show parents the school's digital policy.
4. Emphasis on Balanced Learning
Highlight the school's commitment to a balanced curriculum integrating digital learning with traditional teaching methods.
Showcase how technology is used to facilitate collaboration, creativity, and critical thinking rather than simply passive consumption.
Emphasise the school's understanding of digital wellbeing, and how it teaches the children digital citizenship.
5. Key Questions for Senior Management /Teachers regarding concerns over increased digital technology use in school time
1. What is your ‘why’ relating to digital technology adoption? What evidence are you using to justify the investment and prioritisation?
2. How are you articulating your plans / rationale / strategy to the teaching/support staff and including parents?
3. How precise is the use of EdTech across the curriculum currently in your school? What is it currently used for and why?
4. What opportunities do you create to showcase the positive benefits of EdTech and demonstrate effective management of its challenges?
5. What existing examples of good practice can you highlight to alleviate concerns and foster a positive view of this issue? What opportunities do you create to showcase the positive benefits of EdTech and demonstrate effective management of its challenges?
6. Do any current EdTech practices undermine its precise and focused use in delivering your teaching and learning strategy? Are there existing practices contradicting your strategic vision for effective EdTech deployment across the curriculum?
Addressing misconceptions about 'ScreenTime'
Dr. Fiona Aubrey-Smith addresses concerns about digital technology use
She argues that most concerns stem from the assumption that digital techology use is primarily passive.
Articulating Impact
The ability to articulate the positive impact of EdTech by senior leaders to key stakeholders is essential to convince teachers of the benefits of EdTech adoption.
Choosing what to measure is also key to achieving your vision and managing the change necessary
EdTech Live
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