Teachers believe technology in education is hindering student’s interpersonal skills

Now in the modern classrooms, technology has drastically evolved the way in which schools teach and children learn. However a long gone is the time where learning at school primarily revolved around the use of blackboards, chalks and textbooks.

The wide adoption of smartphones and tablets by students inside as well as outside the classroom has made studying more engaging and interactive. Consequently, the unquestionable benefits of introducing technology in the classroom has encouraged schools to annually spend an astonishing £900m on education technology.

  • 58% of teachers believe technology in the classroom has hindered the interpersonal skills of pupils the most

  • 7% of teachers feel technology in the classroom has least deterred the researching capabilities of pupils

  • 57% of teachers think online assessments is the technology which will see the biggest growth in education over the next five years

With recent figures from The Prince’s Trust showing that 31% of teachers consider the development of soft skills more important than achieving good grades, teaching specialists TeachingAbroadDirect.co.uk analysed findings from global education technology company Promethean World, who surveyed over 1,600 educators from across the UK to see if teachers believe technology has hindered the ability for students to learn and acquire soft skills.

TeachingAbroadDirect.co.uk found that 63% of teachers think technology has hindered the interpersonal skills (collaboration, listening, manners etc) of pupils the most. Thereafter, 58% of teachers feel technology in the classroom has deterred the emotional intelligence of pupils (the ability to understand and manage their own emotions, as well as others). Communication is the third soft skills which teachers consider to have been significantly hindered by technology in the classroom at 41%.

On the other end of the scale, only 7% of teachers believe technology has setback the researching capabilities of pupils. Just slightly above by 1%, only 8% of teachers think a pupil’s technical literacy has been harmed by the presence of technology in the classroom. Perhaps unsurprising, given the long amounts of time that pupils now spend interacting with technology – they are now more digitally savvy and competent than ever before.

Moreover, according to the report, 57% of teachers place online assessments as the technology which will have the biggest growth in education over the next five years. Within the same time frame, teachers think online content and resources (56%) is the technology that will have the next most substantial growth, followed by cloud-based lesson planning and delivery tools (41%).

Modern classrooms

Laura, a primary school teacher said:

“Kids nowadays have become accustomed to embracing the digital revolution that is defining their generation. So, it’s only natural that the education sector has seen an increase in the use of technology within the classroom. Whilst technology has positively aided the delivery of lessons, there has been a tendency from both teachers and students to become overly reliant on it. To overcome this, schools need to carefully contemplate how technology can be used effectively rather than just more and more”.

Andrew Lynch, a spokesperson from TeachingAbroadDirect.co.uk commented:

“There is no doubt that technology has transformed teaching. It has facilitated teachers to better prepare themselves for lessons and aid the learning process for students. Despite this, what this research shows is that teachers have concerns about how technology is adversely affecting the soft skills of pupils; which are fundamental for their successful transition into the working world. To overcome this apparent problem, the education system needs to configure how best to merge traditional teaching and technology without compromising on the development of soft as well as hard skills”.

For the research on Modern classrooms please visit www.teachingabroaddirect.co.uk