Pupils without access to internet and computers at home seriously disadvantaged, teachers say
Published by Champollion for Frogtrade Ltd in Education
- 63% of secondary school heads of department and ICT leaders indicate their students do not have sufficient access to computers and the internet at home
- 98% of teachers believe students without sufficient access to computers and the internet at home are educationally disadvantaged
- Three quarters of all teachers (75%) believe differences in access to computers and tablets are creating inequalities in their classrooms
New research commissioned by Frog, the leading education solutions provider, has revealed the extent to which teachers believe a lack of access to computers, tablets and the internet at home, is disadvantaging pupils.
The research, undertaken by C3 Education, extensively surveyed the views of heads of department and ICT leaders. The responses revealed that three quarters of all teachers believe insufficient access is more likely to impact students from lower income homes. This is a particular concern among local authority controlled schools, with 89% of teachers expressing concern that students from lower income homes are most likely to be disadvantaged.
The 2013 ONS Family Spending Survey revealed that almost half a million children are still without access to a PC and the Internet at home, with most of this group living in poorer households. Only 57% of the lowest ten per cent of households with children, by income, have access to the Internet via a computer.
Commenting, Gareth Davies, Managing Director at Frog, said:
“We know that technology can have a transformative impact on both teachers and pupils – making lessons fun and engaging while helping pupils achieve better grades.
“Computer-based homework is increasingly common, while advanced IT skills are becoming critical to getting a job. Young people without access to the internet or equipment outside school are in real danger of falling behind.
“Access to the internet and advanced learning technology can no longer be seen as a luxury, but an integral part of the teaching and learning process.”
The research also suggests that lack of access to computers, tablets and the internet at home, is preventing some teachers from setting computer-based homework. Just under half (49%) of teachers set computer-based homework, but significantly less do so in authority-controlled schools: just 37% of teachers compared to 62% in academies.
Teachers believe students without access are disadvantaged due to the lack of opportunity to develop IT skills, and limited access to revision material. The latter is the most widely held view among subject heads of departments, in particular English Heads of Department.
For more information contact Hamir Patel on firstname.lastname@example.org and 020 3544 4947