Reports Part of series: Education in a digital age: BERA Small Grants Fund research reports
The use of digital media and technologies in schools increased gradually and then suddenly when the Covid-19 pandemic forced us all online. A growing body of research has emerged in the last decade or so, which explores our contemporary social and cultural context, notably in science and education, from a ‘postdigital’ perspective.
This research project, supported by BERA’s 2023/24 Small Grants Fund, explored from a postdigital perspective the extent to which schools are implementing and integrating digital practices. Through interviews with staff in two multi-academy trusts in south-east England, the study addressed the following research questions:
This project explored from a postdigital perspective the extent to which schools are implementing and integrating digital practices. Based on interviews with staff in two multi-academy trusts (MATs) in south-east England, we found that more space is needed in the curriculum to work closely with stakeholders to ensure students are prepared for the future. We also found that digital inequalities are perceived to be increasing the disadvantage gap; that professional learning needs to focus more on improving teachers’ digital literacy; and that the current secondary computer science curriculum is considered not to be fit for purpose. We also suggest that schools were more postdigital in approach than we anticipated (or they realise) and that, if supported, this could help prepare them and their students for the future.
Professor of Education at University of Brighton
Michael Jopling is Professor of Education at the University of Brighton. He writes about and researches issues including education policy, vulnerable families and young people, collaborative school leadership and improvement, and (post)digital...
University Tutor & Research Assistant at University of Brighton
Tamzin Nobes is a qualified primary school teacher and during her career she has taught in early years foundation stage, key stage 1 and key stage 2. She has held subject leadership roles in computing, science and religious education, and has...