Our Decoding Learning report looks at the impact of digital technology in the classroom.

Key findings

• Schools spent £487 million on ICT equipment and services in 2009-2010. But this investment has not yet resulted in radical improvements to learning experiences or attainment.
• No technology has an impact on learning on its own right; impact depends on how it is used.
• Rather than categorising innovations by the type of technology used (eg, do games help learning?), it’s more useful to think about the types of learning activities we know to be effective, such as practising key skills, and exploring how tech can support these activities.
• We identify eight learning themes that show significant promise of impact when combined with digital technology.

In the last five years UK schools have spent more than £1 billion on digital technology. From interactive whiteboards to tablets, there is more digital technology in schools than ever before. But so far there has been little evidence of substantial success in improving educational outcomes.

Something is going wrong.

Nesta commissioned the London Knowledge Lab (LKL) and Learning Sciences Research Institute (LSRI), University of Nottingham, to analyse how technology has been used in the UK education systems and lessons from around the world. Uniquely, we wanted this to be set within a clear framework for better understanding the impact on learning experiences.

Decoding Learning finds proof of technology supporting effective learning, emerging technologies that show promise of impact, and exciting teacher practice that displays the potential for effective digital education.

Authors

Rosemary Luckin, Brett Bligh, Andrew Manches, Shaaron Ainsworth, Charles Crook, Richard Noss