Planning for Technology Enhanced Lessons in Secondary Schools in England

Despite decades of investment in educational technology, the potential for technology to both enhance pedagogy and raise attainment is yet to be fully realised, with only nine per cent of schools classified as digitally mature by the Department for Education (DfE, 2022a). Current evidence-based guidance on technology use is inadequate. Research tends to focus on blue skies innovations rather than outlining  focus on what teachers can do now with the resources currently available in their classrooms. The Planning for Digital Pedagogies project will address this gap in the evidence-base by exploring teachers’ practical pedagogical knowledge, the practices and beliefs teachers develop through their teaching experience, as an alternative untapped source of evidence of feasible and effective digital pedagogies. Through a national survey of secondary school teachers and case studies in a diverse range of schools, we will develop a new model of how teachers develop their knowledge about how to use technology to support learning as well as a new model of how teachers make decisions about how to use technology to support learning. Drawing on these models, we will work with stakeholders to co-produce, evaluate and disseminate: tools to support lesson planning; and a database of example lessons and activities; and broad , as well as recommendations for teacher training. Close to practice, the examples of feasible and effective digital pedagogies that we will elicit and disseminate, have the potential to spark teachers’ interest and creativity, and support the realisation of the potential of educational technology in secondary schools in England.