65% of teachers more confident using edtech compared to pre-coronavirus

New research from Renaissance has revealed that this period of remote education has meant that now nearly two-thirds (65%) of teachers and senior leaders say they are more confident using edtech compared to pre-Coronavirus.  This is positive as three-quarters (75%) believe online remote or blended learning will play a continued role in education after lockdown ends.

The research found that consistent communications (31%) and supporting the mental health and wellbeing of pupils (23%) are the biggest challenges to teaching during the phased return.

During remote learning, the online tool that teachers cited as the most effective was quiz-style formats with instant feedback (24%).
 
The government has announced a Covid-19 catch up fund, and a number of organisations have expressed concerns about learning inconsistencies during lockdown. When it comes to successful learning, over a third of teachers and schools leaders (34%) believe that the input from parents will have the biggest impact. This is followed by a quarter (25%) who say feedback from teachers, and 16% who believe the ability to set tailored work, would make the largest difference to learning achievement during lockdown.
 
To enable schools to help their pupils keep reading all summer long, Renaissance is offering free access to around 6,000 enhanced digital books and articles from myON and myON News for schools.
 
Kate Jennings, Head Teacher at Mission Grove Primary School said: “Every school will be experiencing challenges as we try to navigate a staggered school return. We’re determined to provide tailored learning and structure to every child’s education and Renaissance’s products have enabled us to do this over the last few months. It’s been great how the products have been adapted to enable pupils to use them at home during Covid-19.
 
"Our teaching staff have found it invaluable to be able to track the progress of each student at home. The pupils get so much enjoyment reading and quizzing on Accelerated Reader and it’s a brilliant way for our teachers to identify which children need different levels of support, both now and for when they return to school full time.”

The research asked almost six hundred (598) senior school leaders, department heads, and teachers about their experience of teaching during this period of blended learning.