Specific benefits include a more tailored pupil education experience, and reduced teacher workload
For the 2022-2023 academic year, we launched a significant teacher survey in the Middle East, which revealed that a sizeable majority (58%) of teachers feel that edtech has made blended learning (the mixing of classroom and online teaching) easier.
In a survey, over 200 senior school leaders, department heads, and teachers were asked for their thoughts and concerns as the new school term got underway. The results were unveiled at the Educator Insights Day in Dubai, which looked at the Role of Assessment in Recovery Learning.
Over a quarter (28%) of respondents said that edtech has helped tailor the education experience for each pupil, while a fifth (20%) believe that it has helped reduce teacher workload.
The effects of the pandemic linger, however, with a third (33.8%) of teachers seeing the attainment gap caused by COVID-19 related disruption as the biggest challenge to address this school term, up from 21% last year. The literacy attainment gap remains the greatest concern to teachers, with 58% reporting they felt it would be the hardest gap of all the core skills to close this current school term. In comparison, only 30% of teachers said that the mathematics attainment gap would be a challenge.
On a more positive note, confidence in using edtech – which increased during the pandemic – remains high, with almost 40% of teachers reporting increased confidence. It come as no surprise that two thirds (67%) of teachers are planning to use edtech more in the coming school year.
It’s clear from this latest research that the impact of COVID-19, particularly on literacy attainment, continues to be felt by teachers. The pandemic has brought about some less negative knock-on effects however, particularly on the uptake of edtech by schools, and growing confidence among the teaching community in deploying it effectively. We feel the range of solutions provided by Renaissance can simultaneously address this demand for edtech, and help close literacy and maths attainment gaps” – Joan Mill, Managing Director of Renaissance International
With such a variety of online tools available, our in-house experts are encouraging schools to take advantage of teachers’ improved edtech confidence to help tackle the attainment gap caused by the period of school closures and remote learning brought about by COVID-19.
We believe that teachers can use the complete literacy solution to address the literacy attainment gap. The solution consists of a range of offerings such as Star Reading assessment, myON, and Accelerated Reader to engage students, motivate reading practice and improve reading progress. Working with over 870 regional and local schools in the UAE, we are actively promoting both literacy and numeracy development. Our products and solutions also support differentiated instruction and personalise learning to optimise overall student development.
At SRS, all teachers are teachers of literacy. We are committed to developing literacy skills in all of our students in the belief that this will support their learning and raise standards across the curriculum. We actively use Renaissance solutions such as Star assessment, Star Literacy, and Accelerated Reader to assess reading, apply literacy and encourage a culture of reading among students.” – Michelle Thomas, Director of Education, School of Research Science (SRS) in Dubai