Educators: information and guidance

(1) The use of educational technologies in schools is continually evolving. There would be clear benefits to incorporating more playful experiences in formal education settings at all ages, including those supported through appropriate digital games and play experiences. The study highlights the ways that digital play can support a range of skills and competencies congruent with existing curriculum aims, including multimodal text creation, possibility thinking, creating and making and the development of critical media and digital literacy skills. The study also emphasises the ways that digital play can support holistic experiences that recognise the connection between cognition and social, emotional and identity dimensions of learning. 

(2) Building on past work, the study demonstrates that schools play an important role in encouraging digital play at home, particularly in encouraging children to engage with explicitly educational apps and games focused on phonics and mathematics subject  learning. Education policy makers could consider how this aspect of their work could be extended by offering guidance on apps and games offering more holistic benefits, such as those that support children’s multimodal text creation. 

(3) Many schools hold after-school activities and the playful use of technology in these activities could enhance children’s experiences. Where possible, educational policy could consider how schools can be supported in providing training and short-term loans of equipment.

(4) Finally, when thinking about the resources children bring with them into the classroom, educators should reflect on the meaningful Funds of Knowledge and Funds of Identity children develop and explore in their self-led digital play at home. Evidence suggests that these resources offer authentic and meaningful opportunities for engaging children in school-based learning and activities.