HAVING computers and technology in the classroom does not improve pupils’ performance, according to a global study.

The Organisation for Economic Co-operation and Development’s study says even countries which have invested “heavily” in information and communication technologies for education have “seen no noticeable improvement in their performances” in results for “reading, mathematics or science”.

In fact, while they found that students who use computers moderately at school tend to have “somewhat better learning outcomes” than students who use computers rarely, those who use computers “very frequently” at school do “much worse”.

This is, they added, even after accounting for social background and student demographics.

Bohunt School believes in transforming teaching with technology and its Education Trust urges schools to let “pedagogy lead technology”, stating too many educational conversations have the thread of technology running through them, rather than the thread of pedagogy.

Bohunt Education Trust has, over the last four years, been embedded in challenge based learning at the Liphook school, in order to build the intrinsic motivation, creativity and autonomy of all students.

As part of this approach, inspirational learning environments incorporating the latest technologies are used as a stimulus for students to take responsibility for and control of their learning.

General classrooms have a Mac Air computer for every student, as well as walls students can write on, plus interactive projector tables, access to a green screen and individual desks on wheels, so students can control the room’s set up.

Bohunt head Neil Strowger, who is also the chief executive of Bohunt Education Trust, said: “Bohunt Education Trust schools have a culture of innovation. This approach fits with our staff, who are passionate about delivering outstanding education.

“However, it has to be innovation with the right purpose, rather than innovation for innovations sake.

“We are looking to build game-changers, innovators and leaders. Not only do our students achieve outstanding grades but they are never afraid to throw themselves into something new.

“Challenge-based learning and guided learning, along with our outdoor programme and co-curricular offer, play a large part in this by creating opportunities for students to struggle and opportunities for meaningful, precise actionable feedback.

“It’s worth noting that we have over 400 international visitors every year, mainly from Sweden where every child is given a laptop or tablet, to look at the pedagogy behind technology.

“For example we have seven Swedish teachers at Bohunt School next week shadowing staff and looking at what we do across the trust.”

Councillor Peter Edgar, Hampshire County Council’s executive member for education, said: “We have noted the Organisation for Economic Co-operation and Development study with interest.

“We fully recognise computers are not the solution for improving all educational outcomes. The use of technology, such as computers, in schools is among a wide range of resources that are used in teaching. 

“Like any educational tool, if used effectively for engagement and motivation there are significant learning benefits to be had - such technology also affords teachers and pupils access to, and the presentation of, information which is unrivalled by any other teaching tool.  

“I would add that changes in the computing curriculum were driven by requirements from business and we support the recent curricular changes that advocate computer programming as key knowledge that young people should learn. 

“Part of the role of schools is to prepare pupils for the world of work where the use of computers is now relatively universal and the skills promoted by the discipline are essential for economic growth. There will be many job opportunities in software creation and gaming production and we need to prepare young people to compete internationally in these markets."

The take-home message from the Organisation for Economic Co-operation and Development following the study – titled: ‘Students, Computers and Learning: Making The Connection’ – is that schools should find better ways to maximise the “potential” of technology.

The Organisation for Economic Co-operation and Development’s director for education and skills, Andreas Schleicher, said: “School systems need to find more effective ways to integrate technology into teaching and learning to provide educators with learning environments that support 21st Century pedagogies and provide children with the 21st Century skills they need to succeed in tomorrow’s world. 

“Technology is the only way to dramatically expand access to knowledge. To deliver on the promises technology holds, countries need to invest more effectively and ensure that teachers are at the forefront of designing and implementing this change.”