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:

• Have schools introduced new and emergent (post)digital practices and, if so, what impact have they had?
• How ready are schools to integrate new digital technologies into their practices?
• Can a postdigital perspective help leaders and teachers in schools in their use of digital technologies?

Report summary

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.