Future of Edtech
“We must do more to support Generations Z and Alpha.”
Tolu Fashina-Ayilara, Senior Policy and Campaigns Officer, Mind Page 06
“Research shows that personalised learning platforms can lead to 34% higher retention rates.”
Gavin Hawkins, Chair, NAACE Page 08
The
Duncan Verry, Portfolio Director at Bett, discusses how the educational community is making a real difference to teachers and students by discussing shared challenges and investigating the latest edtech solutions.
What’s your assessment of the education landscape?
Education systems around the world have been under pressure for a while, and certainly post-Covid. They have felt underfunded and under-resourced because it’s not just money that’s an issue. More people are leaving the profession, so there’s a global shortage of teachers.
How is technology, and particularly AI, changing education?
There’s no doubt that tech — used in the right way and with the right training — can save teachers time and contribute to advances in learning. Companies are producing edtech with teachers for teachers now, so it’s more robust and easier to use. As for AI, it can relieve administrative burdens within the sector. Traditionally, school staff would sit in a room for a long time sorting out timetables for large cohorts of students. AI tools can now complete the same task in nanoseconds. There are also big opportunities for AI to personalise learning.
What is Bett UK?
It’s a one-stop event for the global educational community attended by school leaders, educators, policymakers and technology vendors. Across three days we welcome 30,000 people — 44% of whom come from outside the UK — and 600 exhibitors. We also have a range of speakers who, this year, include racing driver Nicolas Hamilton (brother of Lewis Hamilton) and Stephen Fry.
Senior Project Manager: Sophia Rossi sophia.rossi@mediaplanet.com
Why do educators attend the event?
Because the answers to all of education’s challenges can be found in that room. Teachers might want a practical solution for a particular problem. It could be an education technology product to use in their classroom, or it might be a piece of learning from a seminar or content session. School leaders attend because they’re looking to understand new education trends, futureproof their school and optimise the teaching workforce.
How important is upskilling teachers to use technology?
It’s vital. That’s why we’re running over 40 Tech User Labs, where tech vendors show educators how to get the best from their solutions and tap into functionality that they may not be using. We also record demonstrations from vendors and upload these online.
Do educators get a chance to network?
That’s what our TableTalks are for. These are sessions that connect groups of between five and eight educators from schools, colleges, universities and governments and enable them to discuss a particular topic for 45 minutes. Actually, the entire three days are a chance for educators to network with their peers and forge great partnerships.
INTERVIEW WITH Duncan Verry Portfolio Director, Bett
WRITTEN BY Tony Greenway
From theory to practice: making AI work for schools
Artificial intelligence (AI) tools have immense potential in education. But, to succeed in schools, they must bridge the gap between what makes sense on paper and what students want to use.
Artificial intelligence has already saved teachers countless hours by helping mark opentext answers and transforming worksheets, presentation slides and videos into interactive quizzes. Yet, many of the bold promises of 2023’s AI gold rush remain unrealised. CEO of Seneca Learning, Jack Holmes, explains: “As with any big technology shift, you have to take stock and see where it fits in. Lots of exciting AI products have been built but very few are still engaging students.”
AI learning that keeps students motivated Holmes emphasises: “Student engagement is the foundation that we build everything on top of.” While the ‘blank canvas’ AI Assistant worked well for the most diligent and curious students, Seneca found more success by integrating AI alongside their existing bank of exam board-specific courses. Their ‘Explain My Answer’ feature has proved most popular overall and struck a chord with teachers “because it fits in with their current view of effective digital learning and meets students where they are.”
Holmes appreciates that mental effort is a crucial part of learning. However, he believes “helping students get unstuck and really understand where they went wrong is what great teachers do.” Recent research also highlights how AI removes
the age-old fear of asking perceived ‘silly questions’ — so often an obstacle to progress. Applying these learnings has led students to get help from their AI tutor three times more often than with Seneca’s previous human chat tutoring service.
A collaborative path forward Holmes acknowledges the need for thoughtful integration alongside conventional teaching but remains confident that ongoing school pilots will foster the collaboration needed with students, teachers and parents to build effective solutions. So far, the leading concerns from teachers are safeguarding and accuracy. “We know what a student is studying, down to the exam board. So, our AI can be much more precise with its support and keep things on topic,” he adds.
Accessibility is also key as special education needs and English as a second language populations grow. Improving cost-effectiveness of AI is opening up new solutions to help, such as instantly tailoring content to any reading age or translating to any language. Holmes concludes: “There’s clear awareness amongst school leaders that AI will be influential in education in some format. No one has all the answers, but we’re getting closer every day.”
Improving access to mental health services is vital for specialised support and treatment for young people, but more needs to be done.
~Tolu
Fashina-Ayilara Senior Policy and Campaigns Officer,
Mind
Jack Holmes
Seneca Learning
Nicholls
Empowering educators by incorporating digital skills into their classrooms
Two tech giants have formed an innovative partnership that will help ensure young people are equipped with the digital skills they need to succeed in the modern working environment.
Educators are increasingly turning to innovative learning solutions and cuttingedge technology to add inspiring new dimensions to classroom experiences for both teachers and pupils.
Digital skills critical for the future
With data indicating that more and more jobs will require raised levels of digital skills, bringing technological solutions into the learning space is going to be crucial to equip students with the skills to meet the needs of the evolving job market. This was underlined by the International Computer and Information Literacy Study (2023), showing that over 40% of 13 to 14-year-olds were underperforming in computer and digital literacy, prompting a drive to reduce that by 2030.
Unique edtech partnerships
Against this backdrop, tech giants Acer and Intel have forged a partnership to help offset the digital skills shortfall with a programme for students and educators alike – the Intel Skills for Innovation Initiative (SFI). It endeavours to equip pupils with the capabilities they will need for the world of work in the years ahead and is supported by a series of freeto-use lesson plans in the form of SFI Starter Packs, with some developed in cooperation with the Acer for Education project.
Cristina Pez, Commercial Director for B2B and Education for Acer EMEA, explains: “The goal of the programme is to bring futureproofed technology to schools and institutions to foster a meaningful, inclusive and engaging learning experience.”
Real-world experiences
WRITTEN BY
Mark Nicholls
intelligence (AI), machine learning and specialist data analysis — different skillsets and mindsets will be required.
These skillsets and mindsets are integrated into the SFI content and range from social and emotional aspects to design and computational thinking, data science, programming and AI coding. “All the content around SFI is geared towards developing the skills and mindsets that pupils will need for the future to see that they are workforce-ready,” he adds.
Strong collaboration Pessina points out that the collaboration boosts capabilities in developing robust technologies that are geared towards the education system, such as supporting students with highperformance cost-effective devices (robust laptops or Chromebooks).
We are working together to inspire the potential of our next generation.
The SFI programme is a key tenet of the initiative in helping teachers incorporate technology into the curriculum. Luigi Pessina, Director of Global Education Programs and Strategy at Intel, says: “The main objective is to integrate skill activities into the teaching and learning experience, focusing on real-world experiences for students.” The platform features a professional development suite with 80 hours of online content plus more than 120 packs of technology-infused activities and ready-to-use lessons that teachers can download.
With traditional jobs set to disappear — as highlighted by the World Economic Forum which forecasted that by 2027 more than 80 million roles such as administrative-type tasks will disappear and be replaced by new jobs centred around artificial
“The partnership enables us to reach out to schools, institutions and organisations with the right devices supported by the right tools and resources,” says Pessina.
SFI is already running in more than 60 countries with over 130,000 teachers engaged on the platform. It has recently been recognised by the European Commission (EC) as the first teacher programme to be fully aligned with the EU DigComp framework.
Starter packs developed by educators for educators
A critical element of SFI is the Starter Packs, specialised lesson plans containing material that has been “developed by educators for educators” as a new way to empower educators and accelerate student learning by introducing technology with real-world applications.
Focused on enhancing the classroom experience, the Starter Packs are a set of practical activities for
INTERVIEW WITH Roberto Rosachino Senior Business Manager, Education, Acer EMEA
INTERVIEW WITH Luigi Pessina Director, Global Education Programs and Strategy, Intel
INTERVIEW WITH Cristina Pez Director, Commercial Sales & Marketing, Acer EMEA
To read more about SFI scan here
students aged 10 to 19. They include details on lesson structure, topics relevant to the grade of school, the skills and subjects to be covered and have pre-prepared content to guide teachers through a two-hour lesson, but with the option to fine-tune for specific scenarios.
“It is a one-stop, complete solution for education to run through lessons and develop digital skills,” says Roberto Rosachino, Senior Business Manager (Education) for Acer EMEA. Underlining the importance of collaboration and pointing to the ‘powerful’ EC finding in 2019 that 30% of teenagers were underperforming in digital literacy, he says: “The more students can manage and work with digital skills, the better impact they could have in their future work. So, it’s important that together, with our technology, we are delivering the right content.”
Ready to use content
With teachers rarely having time to create their own content, Rosachino says it is crucial to deliver something that is “ready to use, and easy to use.” New Starter Packs include Screen Sense; Optimise, Design and Minimise; and Durability by Design. Each lasts two hours, introduces relevant apps and tools, and focuses on scenarios that digital experts experience in their day-to-day working lives.
Durability by Design is a physicsbased module and takes STEM (science, technology, maths and engineering) principles into real-world applications. Students learn which key features go into making a durable laptop and then use Autodesk Fusion 360, a program based on
computer-aided design (CAD), to create and test a prototype.
Filling the digital gap
Meanwhile, Screen Sense is a sciencebased module focusing on digital wellbeing and embracing the Canva app to help students understand the real-world impact of prolonged screen time and distance on their health before learning how to mitigate these effects. “In this package, they will understand the importance of properly using devices and then create posters to educate other students,” adds Rosachino. “It combines the digital wellbeing aspect with design thinking.”
Optimise, Design and Minimise is about sustainability where students will tackle real-world applications of packaging design and optimisation by calculating how to cut the most amount of packaging boxes from a single cardboard sheet. They’ll use CAD to create custom packaging for boxes of varying laptop sizes and then take those creations into Jupyter Notebook to cut the templates. This is all done by linear programming.
Rosachino says: “The idea is to cover as many different topics as possible but with the same goal – filling the gap in digital literacy.” The high-level partnership is equipping the nextgeneration workforce with essential skills to thrive in an increasingly digital and challenging modern work environment.
Engaging classroom tutorials
Acer and Intel are also working on making initiatives such as AI Classrooms a reality, a programme which would seek to enable educators to leverage AI tools to streamline lesson planning, create engaging tutorials and deliver more personalised teaching for students that are customised per each individual students’ learning needs to accelerate their progress. It also harnesses the power of Acer TravelMate AI PCs with AI-user-centric solutions such as Intel® Core™ Ultra processors, capable of running highcompute AI tools, and applications such as PurifiedView and PurifiedVoice, which enable teachers to hold crystal-clear online classes.
“We are working together to inspire the potential of our next generation,” adds Pez.
Within that evolution, several pilot programs with Windows and Chrome solutions are being conducted in the UK, US and Australia, as well as Spain, Italy, Bulgaria and the Nordic countries. Under the process, schools experience the devices on a trial basis to ensure they can fully perform in the existing school infrastructure, before committing to purchases. The pilot programs enhance teaching productivity through AI-enhanced tools that deepen student performance analysis, boost digital literacy and deliver technology updates. Pez underlines the importance of the partnership with Intel: “We understand the need for empowering teachers with content that helps students to achieve skills for the future. Our main scope is to continue to support digitisation of schools with the idea of enhancing the teaching and learning experience.”
It is underpinned by an ecosystem that has seen the partnership create a panel of certified resellers with strong expertise in education as well as collaboration with Microsoft, Google and institutions such as European Schoolnet and UNESCO, alongside close liaison with schools to “understand their evolving needs.”
To contact an Acer rep about AI classrooms, scan here
Why sustainable SEND
funding is vital for the future of education
Without a funding boost, schools can’t afford essential tech to support special education needs and disabilities (SEND) pupils.
As we consider the future of education, the needs of children with special educational needs and disabilities (SEND) must be at the forefront.
Funding gaps in SEND support
Despite increasing numbers of pupils with SEND, insufficient funding has failed to keep pace with levels of need for nearly a decade. We estimate the system needs an urgent extra £4.6 billion cash injection, simply to remain sustainable in the short term.* Chronic underinvestment has left services fractured, creating significant gaps that leave many families and schools without the support they need. Comprehensive systemic reform is now unavoidable, but that must be accompanied by the necessary investment.
The need for a national approach
There needs to be a shift towards a more equitable, national approach that would enable SEND resources to be distributed where they are needed most. This should be based on need, coupled with a degree of local flexibility to respond to each child’s unique requirements. A national system would ensure that every child can access the right support without schools having to divert funds from their core budgets to make up for any shortfall in health and social care SEND provision.
Emerging technologies offer hope
We should also not overlook the role that new and emerging technologies could play in supporting pupils with SEND. From speech and language aids that help children communicate more effectively to virtual classroom options that allow students to participate remotely when needed, these tools are critical. With proper funding, we could support well-trained, specialist staff in the use of technology to help keep children in mainstream settings when possible while enhancing support for those in specialist settings. However, right now, schools are struggling to even afford basic updates to their current technology.
Commitment to needs-driven funding
To make meaningful progress, the Government must commit to providing sustainable, needs-driven funding that reaches schools directly. For SEND students to truly thrive, the funding system must adapt to their evolving needs and be consistent across regions. Anything less risks leaving our most vulnerable children behind.
*Source National Audit Office. 2024. Support for children and young people with special educational needs.
Enhancing educational outcomes through mental health in Generations Z and Alpha
If the significant rise in mental health issues since the pandemic is not already raising alarm bells for the UK Government, its impact on young people’s education certainly should.
Young people facing mental health problems are often more likely to struggle academically, be excluded from school, have chronic absenteeism and experience unemployment later in life. In fact, Mind’s research revealed that mental health problems accounted for nearly 70% of school absences.1 When combined with factors such as poverty, racism, bullying and special educational needs (SEND), the challenges young people face become even greater.
Rising crisis among young people
WRITTEN BY Paul Whiteman
Currently,
one in five young people are
living with a mental health problem, an increase from one in nine in 2017.
Currently, one in five young people are living with a mental health problem, an increase from one in nine in 2017.2 Yet, many are denied the support they need to reach their full potential. The NHS is still far from being able to meet the full demand for young people’s mental health services. Consequently, we are witnessing a school attendance epidemic. We must do more to support Generations Z and Alpha.
Ensure school-based mental health support
Transforming mental health support in schools is an essential first step. This includes ensuring all schools have mental health support teams; providing access to Education, Health and Care Plan (EHCP) for those in need; and training staff to assist students with complex needs. It also means implementing inclusive, de-stigmatising policies that reflect the experiences of young people with mental health problems.
Early mental health access is critical Improving access to mental health services is
vital for specialised support and treatment for young people, but more needs to be done. Half of mental health problems present by the age of 14,3 making early intervention critical in addressing the nation’s mental health crisis. We’re calling on the UK Government to ensure every young person has access to early support through community-based mental health hubs. The UK Government’s Young Futures hubs initiative has the potential to deliver this, but it must put mental health front and centre of the model. Positive outcomes for young people require recognition that the education and mental health systems are interconnected; improvements in one cannot happen without addressing the other.
References
1. Mind, Not Making the Grade, 2021.
2. NHS England Digital, Mental Health of Children and Young People in England 2023, 2023.
3. Kessler RC, Berglund P, Demler O, Jin R, Merikangas KR, Walters EE, 2005. Lifetime Prevalence and Age-of-Onset Distributions of DSM-IV Disorders in the National Comorbidity Survey Replication. Archives of General Psychiatry, 62 (6) pp. 593-602. doi:10.1001/archpsyc.62.6.593.
WRITTEN BY Tolu Fashina-Ayilara Senior Policy and Campaigns Officer, Mind
support student mental health
Management information systems (MIS) provide schools with comprehensive insights into the wellbeing of students and staff, helping to build an environment where everyone can thrive.
As mental health challenges among young people increase, schools are faced with a mammoth challenge. Namely, how do they support the wellbeing of their pupils — often seen as crucial to academic and personal success — while managing their educational and other critical needs? The answer is: ‘It’s difficult, but technology has the potential to help.’
Student mental health challenges
Research commissioned by Compass Education* shows that there are many reasons why pupils may have poor mental health, including exam stress, bullying or cyberbullying, relationship troubles, unhappy home lives and worries about finding jobs or university places. As they often keep their struggles secret, it’s hard for school staff — who are under pressure, time-poor and even potentially dealing with their own mental health challenges — to notice that a young person may have an issue.
“From a mental health standpoint, the education environment is now increasingly complex,” shares Pete Collison, General Manager UK and IE, Compass Education, a provider of school MIS.
“Data tells us that there are increasingly large numbers of pupils who require extra support to have a successful education experience. That’s a challenge for the young people with those needs, their classmates — and their teachers.”
Management information systems with wellbeing indicators
Schools already have a myriad of issues to deal with.
They are under immense pressure to help their pupils achieve academically, ensure they behave appropriately and prepare them for their future careers — all with tightly constrained budgets and finite resources. It’s no wonder that balancing these competing priorities alongside the mental wellbeing of students and staff can seem like an intractable dilemma.
However, this is where technology plays a pivotal role, says Collison. For instance, modern and interconnected management information systems can bring various data sets together and overlay them on one dashboard, so teachers can view wellbeing indicators — such as a pupil’s academic performance, behaviour and attendance — at the touch of a button. Aside from removing or reducing the administrative burden, it’s a holistic way for staff to identify any wellbeing concerns and make interventions where necessary.
Removing or reducing the administrative burden
“For mental health challenges to be addressed, they must first be recognised,” explains Collison. “That’s what MIS technology does. It makes all pupil data easily visible in real time, building a picture that helps busy school staff understand where their involvement may be needed. By making it simple for teachers to see all information in one place, they can notice any concerning trends. Based on that information, they can then take decisions that are in the pupil’s best interests.”
The most efficient MIS solutions are ones that are easily accessible to school staff and parents, via a web browser or app. “Parents can log on and immediately see their child’s attendance, grades and any behaviour concerns,” says Collison. “They can see a news feed about what’s going on at the school to help them and their child feel more connected to it.”
Management information systems with wellbeing indicators
Collison sees a bright future for the wellbeing of pupils, with different sources of connected data continuing to deliver greater insights into a pupil’s academic journey and mental wellbeing. “Going forward, I would love to see edtech have a bigger impact on staff wellbeing, which is an underserved area,” he says. “I think AI tools will increasingly make the lives of school staff easier and less timepressured, which will be good for their mental health. Ultimately, the right technology used in the right way has the power to make the school day more productive, impactful and enjoyable for everyone.”
Source: *Compass. Disturbing currents: Wellbeing and mental health of children in Wales. 2024.
Edtech can be a panacea for growing SEND crisis
Innovations like AI can bring real progress as the Government and schools seek to close the attainment gap.
Lost amid the noise of the election, the Department for Education (DfE) updated its risk report in July to warn the special educational needs and disabilities (SEND) system was ‘very likely’ to become financially unsustainable. With a rising number of pupils with special educational needs, and Ofsted pushing to close the attainment gap that widened during the pandemic, educators are under mounting pressure. According to a recent TeachFirst survey, 85% report that ‘SEND pupils are not receiving adequate support.’
“Teachers are facing a ticking SEND time bomb of growing demand and shrinking resources,” comments Rebecca Stott, Twinkl’s Director of Education. “With limited fiscal levers to pull, government and education leaders need to prioritise edtech, and AI in particular, in their strategies to improve inclusion outcomes.”
Tailored learning
Edtech empowers learners with SEND to access educational content independently, in a way that suits their specific needs. For example, Twinkl’s Phonics and Maths Web Apps guide learners through curriculumlinked content. Elsewhere, AI is being used to drive better literacy outcomes, as outlined by a National Literacy Trust report where 56% of young people agreed that AI prompts improved their reading and writing skills. With complex speech and language difficulties rising post-Covid, edtech is also boosting communication development. Solutions such as Twinkl’s nasen-assured Symbols app give learners with SEND the power of everyday communication through the use of clear symbols.
School strategies
Despite the growing benefits of edtech, a recent YouGov study showed that 61% of educators feel that they need more training on how to harness AI effectively before having the confidence to use it in the classroom.
“Edtech, including AI, should underpin the majority of school plans when it comes to SEND improvements,” adds Stott. “However, schools need to put in place clear strategies to guide change — from identifying the best solutions to ensuring staff are trained on the safe and useful integration of AI.”
Enhancing personalised learning experiences in classrooms with AI
One of the most significant positive impacts of artificial intelligence (AI) in education is its ability to tailor learning experiences to individual students.
Traditional classroom settings often operate with a one-size-fits-all approach, leaving some students behind while others are insufficiently challenged. AI-powered tools, however, use data to assess each student’s learning pace, strengths and areas needing improvement, providing personalised recommendations. Research shows that personalised learning platforms can lead to 34% higher retention rates and better student engagement, according to the Global Education and Skills Forum.
Personalised learning and teacher productivity
AI alleviates administrative burdens for teachers. Automated marking, attendance tracking and lesson planning tools free up time that educators can devote to teaching and mentoring. The National Association for Advisors in Computer Education (NAACE) notes that AI’s role in reducing routine tasks allows teachers to focus on high-value activities like individualised support, critical thinking development and creative lesson design. A study by McKinsey highlights that teachers could reclaim 20% to 30% of their time through AI-driven automation.
AI promotes inclusivity
For students with special needs, AI offers tailored support to create a more inclusive environment. AI-powered speech recognition, text-to-speech software and customised learning aids allow students with disabilities to engage with the curriculum more effectively. NAACE emphasises that adaptive learning technologies break down barriers, offering students equal access to high-quality education. AI-driven tools like Kahoot! and ReadSpeaker have been shown to increase learning outcomes for neurodiverse students by up to 30%, according to a University of Nottingham study.
Data-driven insights
AI also enhances decision-making at the institutional level. Schools and colleges can utilise AI to analyse vast amounts of data on student performance, engagement and wellbeing. These
insights help administrators make informed choices about curriculum design, resource allocation and even mental health interventions. For instance, institutions using AI for predictive analytics have reported a 20% improvement in student retention rates.
AI alleviates administrative burdens for teachers.
AI assistance revolutionising education
From personalising learning to improving efficiency and fostering inclusivity, NAACE views AI as a catalyst for positive change in education. By leveraging AI’s potential, schools and educators can not only improve learning outcomes but also create more dynamic, flexible and inclusive environments for all students. AI-driven tools and platforms, coupled with strategic implementation, are set to revolutionise education, ensuring that no student is left behind.
WRITTEN BY Gavin Hawkins, Chair, NAACE
Paid for by Twinkl WRITTEN BY Rebecca Stott Director of Education, Twinkl
Scan the QR code to explore Twinkl’s range of inclusion solutions.
By creating classrooms that celebrate diversity — and don’t put people in siloes — everyone can shine.
Why inclusive education tech delivers engagement, equity and empowerment
The right educational technology used in the right way can support inclusive learning experiences, helping students with different needs feel engaged, inspired and independent.
Currently, there’s a concerted drive to make education as inclusive as possible, with a sharper focus on the varying needs of students with physical disabilities and neurodivergent conditions. Plainly, that’s as it should be, agrees Kris Astle, who points to various reasons why inclusive education has recently risen up the social agenda.
Inclusive education importance First, the Covid pandemic highlighted how important it was for learning establishments to respond to the different educational requirements of their students. Second, greater numbers of high-profile people are talking more openly about their own experiences with neurodivergent conditions.
“Also, better policy has been developed around the issue of educational inclusivity,” says Astle, Education Strategist at SMART Technologies, a company that designs edtech for primary, secondary and higher learning institutions. “Plus, research shows that a neurodivergent workforce boosts an organisation’s creativity, productivity and bottom line. So, there’s a general awareness that it pays to enable all learners to be more successful.”
If the needs of these students aren’t met, it’s easy for their confidence to plummet. “Consequently, they can become increasingly stressed, their ability to learn declines, and they’re less academically successful,” says
Astle. “That’s a vicious circle because their frustration can manifest into behavioural issues, which is a problem for teachers and other students.”
Technology breaks down barriers to participation Technology is the key that unlocks educational inclusivity, helping students with neurodiverse conditions, physical disabilities and learning needs feel engaged, inspired and independent. Rather than the traditional ‘one-size-fits-all’ approach to learning, pioneering tech offers a classroom experience that is personalised to individuals — and equitable. “When there are multiple ways for students to engage with learning, they can pick which method or tool works best for them,” says Astle.
For instance, SMART has created technology that allows students to tap stamps onto an interactive display at the front of the classroom. When they do, the images on those stamps appear on-screen. “This takes language out of the equation,” she explains. “Language can be a barrier to educational participation, particularly for students with dyslexia and dysgraphia who might find writing on a board in front of the class too much of a challenge. Also, students who aren’t able to speak — or don’t want to — can use the stamps instead. Because it’s a fun activity, all children want to do it, so no one is being singled out.”
Cloud-based customised learning
The company has also developed cloud-based software for collaborative learning that delivers educational content to students on the device of their choosing. Teachers can embed separate features — such as audio or dyslexic fonts — for individual learners where necessary, with clear instructions in multiple formats.
“Some students will want to physically cluster together and work together,” says Astle. “Others won’t want to because of noise or distractions. This technology means they can work within a group, but in a place that is right for them.”
Keeping students fully engaged and interested
The best tech also enables learners to work at a pace that is right for them. “After all, everyone thinks at different speeds,” says Astle. “Today’s technology allows learning to be delivered at the speed that works for individual students, without teachers drawing attention to them if their processing time is longer. Navigating a lesson in their own way keeps students engaged and interested.” Ultimately, every student deserves an education that prepares them for the future they want. “They also deserve to experience that education in their community, alongside their peers, because everyone benefits from a diverse environment,” she concludes.
“By creating classrooms that celebrate diversity — and don’t put people in siloes — everyone can shine.”
INTERVIEW WITH Kris Astle Education Strategist, SMART Technologies
WRITTEN BY Tony Greenway
Computing and digital literacy can help young people secure more opportunities
Young people need a high level of digital literacy to equip them to thrive in today’s society. Tech skills and confidence are crucial for both personal success and the UK’s global standing.
Gender gap in tech and computing literacy
However, too many students are leaving formal education without the digital skills for life and work. The overall figures for those taking GCSE computer science are low, and it remains a highly theoretical qualification.
At present, 94% of girls and 79% of boys drop computing at age 14. The reality is that we are losing young women from the tech industry before they even have a chance to begin their careers. Over half a million women are ‘missing’ from the IT sector. They would be there if representation in tech was equal to the workforce as a whole.
Enhancing digital literacy education
We must empower young people with essential digital skills for success. Inclusive, real-world tech education and curriculum reforms can boost confidence and career opportunities.
to real-world applications for everyone. Introducing topics such as cybersecurity, creative tech and artificial intelligence could help students see the exciting opportunities available beyond traditional programming roles. Thankfully, the Department for Education (DfE) has launched the independent Curriculum and Assessment review, led by Prof Becky Francis CBE, an education policy expert.
Reforming
the curriculum is perhaps the most critical policy decision we can make for the future of our children and the economy.
The situation is deeply concerning. More needs to be done to make this exciting, creative and transformational subject relevant to all students. There is strong evidence supporting the need to develop new digital literacy qualifications that are relevant, inclusive and connected
Reforming the computer science curriculum
BCS, The Chartered Institute for IT and our Computing at School (CAS) community will respond to the call for evidence by advocating for a new approach to embed digital literacy throughout the curriculum, extending beyond the existing computer science GCSE.
Reforming the curriculum is perhaps the most critical policy decision we can make for the future of our children and the economy. It’s time to put digital literacy at the heart of education, ensuring that what we teach prepares children properly for life and work.
WRITTEN BY
Julia Adamson MBE
Managing Director
(Education and Public Benefit) at BCS, The Chartered Institute for IT
A vision of UK education, in the year 2034
The AI tsunami of tech, talent and workplace disruption has already arrived. Jobs have been re-shaped, with futures re-imagined in 2034.
WRITTEN BY
What and how we teach have been rebooted and are regularly refreshed; the STEM curriculum is agile. We are prepared for the next wave.
Inclusive, empowered education
A decade ago, in 2024, policy focused on improving life outcomes, social mobility and opportunity for all; this is now everyone’s reality — with education, skills and talent tackled as ‘one.’ All talk of ‘responsible AI’ and ‘safe AI’ has been surpassed. ‘Inclusive AI’ — thankfully — is our norm. In 2034, every classroom has access to STEM-qualified teaching staff; they feel valued and invested in — each with the time and space to welcome big thinking, fuel creativity, feed curiosity and nurture durable skills (including learning and re-learning, critical thinking, adaptability) which are now just ‘skills.’
Careers inspiration: core and intentional, at scale
Careers inspiration is integral and sustained, from preprimary and throughout, post-16 years. Boys’ and girls’ awareness of emerging careers and their access to them is no longer determined by postcode or serendipity. Inspirational moments that bring hidden roles and relatable role models to life, setting children on their individual paths, are no longer fleeting or accidental.
An active stake in their futures
The inspiration and aspiration gaps are closed. All children are ‘tech curious,’ instinctively connecting their passions (eg. music, art or sport) to technology roles. The many pathways are visible and open to them. They see themselves as active creators of technology, understanding its potential to create a better world together.
Accelerating discovery for an equal future
The tech talent and diversity gaps are closed. One in two tech workers are women, at all levels. They are driving economic growth, retained and thriving in post. Tech skills and talent have evolved — from prompt engineering to no code, and now, at the intersection of technology and intelligence, routed in different disciplines. UKheadquartered organisations can fill technology roles with a pipeline of UK talent from all walks of life, ensuring that technology is created by, and for, everyone. This is what equitable education can look like in 2034 and beyond.
Empower every voice in your classroom
A complete package for supporting students with complex needs to access learning and communication.
Dr Claire Thorne Co-CEO, Tech She Can
How adaptive assessments can help shape school tests of the future
Computer-adaptive testing is set to become the ‘gold standard’ for assessing the abilities of school pupils within the next two decades, according to educational experts.
Understanding of student abilities is evolving. Increased access to technology in schools and developments in assessment algorithms have allowed a different kind of testing to emerge. Adaptive testing measures core learning skills and can deliver more accurate markers of pupil capability while saving time for teachers. Although developments in adaptive testing look to embrace AI, it is genuine intelligence (GI) that “remains at the core of education” and this assessment type.
Computer-adaptive testing
Cambridge CEM (Centre for Evaluation & Monitoring), one of the first digital adaptive baseline assessment providers, launched MidYIS in 2005, which focuses on vocabulary and mathematic skills. CEM, part of Cambridge University Press & Assessment, supports teachers and educational establishments across 110 countries, providing assessments for students aged 3–18.
Annie Vincent, CEM’s Reporting and Guidance Specialist, explains how the algorithm tailors test question difficulty to individuals. If a student answers correctly, they move to a harder question or back to an easier question if they get it wrong. Vincent notes: “Our assessments are curricula agnostic and able to give a real sense of a child’s ability and capability regardless of which curricula they have been studying.”
INTERVIEW
WITH Annie Vincent Reporting and Guidance Specialist, Cambridge CEM
WRITTEN BY Mark Nicholls
Personalised learning
Adaptive assessments allow more precise results to identify a student’s strengths and weaknesses. This assessment style provides unique, personalised, more engaging assessment experiences for students. It takes less time than traditional tests and reduces teachers’ marking workload. “This assessment style has the ability to change the landscape of a teacher’s day-to-day life and role,” says Vincent, who looks at how data from CEM assessments can be shared with teachers and develops guidance to improve educational outcomes for students. Insights from adaptive tests support personalised learning, with more pinpointed results in key skill areas enabling teachers to get a detailed snapshot of students’ abilities and tailor teaching to address individual needs.
Crucial human touch
Understanding students’ core learning skills is at the heart of adaptive assessment. “We are conscious that AI will always require genuine intelligence with it,” says Vincent. She stresses that teachers know their students best and can “interpret results in the appropriate way” that AI cannot replicate.
High-stakes qualifications (GCSE/Alevels) will look to adopt adaptive digital testing within the next two decades, says Vincent, pointing to a Futures of Assessment research paper by the Digital Education Futures Initiative Cambridge that suggests computer-adaptive exams could become the gold standard for how to assess student capabilities by 2035.
WRITTEN BY Department for Education
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