The goal of Farlington School in West Sussex, which accepts pupils between the ages of 4 and 18, is to ensure that its students leave the school as well-educated young people with strong interpersonal skills and a broad range of interests.
Technology helps to build ‘character skills’ in pupils, research suggests
The use of technology in schools helps to build ‘character skills’, according to new research from Techknowledge for Schools.
The research was carried out in light of the recent government focus on developing ‘character skills’ which aims to encourage children to be resilient, determined, resourceful, curious and tenacious.
In 2012, the Confederation of British Industry (CBI) recommended that in addition to a new curriculum, schools should be asked to deliver against a wider framework which includes the development of key characteristics, including resilience, curiosity, creativity, self-control, confidence, determination, ambition and emotional intelligence.
Techknowledge for Schools aimed to quantify how the use of technology is helping students to develop these skills by surveying education professionals, ranging from ICT teachers to English teachers to school leadership teams.
87 per cent of teachers surveyed said they believed that learning with technology can help students ‘be eager to explore new things’, while 60 per cent agreed that it encourages students to ‘ask and answer questions to deepen understanding’.
83 per cent of respondents believed that technology encouraged creativity and helped pupils to ‘develop new ideas’, with 83 per cent saying that it helped them to ‘work independently and be solutions focussed’.
Additionally, 67 per cent of respondents thought that technology enables pupils to become more socially aware and informed about global issues.
Despite the positive responses, the research also highlighted that more needs to be done to train teachers and give them ongoing support to use technology. 63 per cent pf respondents felt they needed more technical support, while 67 per cent said they needed support from a pedagogical point of view and 48 per cent wanted more support with classroom management techniques.