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Technology in Schools Survey: Insights for 2024-2025

The Department for Education (DfE) has recently unveiled its latest report titled Technology in Schools Survey: 2024 to 2025. This comprehensive document delves into how digital tools, robust infrastructure, and artificial intelligence (AI) are increasingly being integrated into primary and secondary schools across England.

Overview of the Survey

The five-wave biennial study, managed by the independent agency IFF Research, aims to assess how far schools are progressing towards the DfE’s ambitious goal that all educational institutions meet six core digital and technology standards by 2030.

This report is built on the feedback gathered from a variety of stakeholders, including headteachers, senior leaders, classroom teachers, and IT leads, thereby providing a well-rounded national perspective on educational strategy, technology usage, its impact, and existing barriers. It complements several recent DfE initiatives aimed at enhancing digital engagement, such as updated digital standards, the Connect the Classroom infrastructure program, guidance on AI applications in education, and the Plan Technology for Your School service.

Digital Strategies: Progressing with Caution

Status of Digital Strategies

The presence of a clearly defined digital strategy is rapidly transitioning from being optional to essential, particularly within secondary schools. According to this survey, a significant 70% of secondary schools and 52% of primary schools have implemented a digital technology strategy. Additionally, there are plans for further development, with 20% of secondary schools and 22% of primaries currently in the strategy development phase. Only a small fraction—7% of secondary schools and 20% of primary schools—report having no digital strategy or plans for one.

Responsibility and Involvement

Typically, the responsibility for crafting and overseeing these strategies falls to headteachers and senior leadership teams, while the implementation is largely managed by senior teams and IT administrators. In terms of oversight, most strategies undergo an annual review, aligning with the fast-paced evolution of educational platforms and policies.

Interestingly, teacher involvement appears to be on the rise. Data indicate that 38% of teachers now feel their schools effectively communicate their digital strategies and allow for their feedback, marking an increase from previous years. Moreover, teachers’ engagement during the planning and monitoring phases of technology implementation has improved, particularly among primary educators who generally express more optimism than their secondary counterparts.

Evaluation Gaps in Strategy

Despite the growth in digital strategies, the report emphasizes a concerning trend: the disconnect between planning and evaluation. Only 22% of educational leaders acknowledge having a formal evaluation plan to assess technology effectiveness. When broader evaluation methods, such as surveys and performance data, are considered, only 35% of leaders report having any evaluation framework in place—this is a decrease from 41% in 2023. Striking is the fact that almost 29% of leaders have neither a framework nor plans to add one, with the figure climbing to 31% for primary school leaders.

This inconsistency raises questions about how schools are measuring the true impact of the investments they’ve made in digital tools and technology.

AI Integration: A Cautious Embrace

AI in Educational Planning

For the first time, the 2024-25 survey includes a dedicated chapter focusing on artificial intelligence, acknowledging the new guidance from the DfE on generative AI (GenAI) and its safe integration.

Currently, 44% of teachers report using GenAI tools periodically for school-related tasks. The primary applications focus on preliminary preparation rather than real-time instructional delivery. Specifically, 35% utilize AI for lesson planning, 20% for administrative tasks, and 15% for written feedback, such as student reports. However, only 7% use AI for actual live teaching sessions, and 5% for grading, aligning with ongoing concerns around reliability, objectivity, and assessment integrity.

Variations in AI Usage

Usage patterns demonstrate some distinct differences across educational phases and contexts:

• Approximately 41% of primary teachers and 46% of secondary teachers employ AI for designated teaching activities.
• Primary educators tend to use GenAI more for providing written feedback, while secondary counterparts show greater interest in AI-assisted grading.
• Teachers in academy schools report greater frequency of AI use compared to those in local authority maintained schools, particularly for planning, administration, and grading tasks.

Training Disparities

The survey indicates that while AI training is gradually being integrated into educational institutions, there is uneven availability. Approximately 21% of primary schools and 25% of secondary schools currently offer GenAI training for staff, with another half planning to introduce such programs soon. At the educator level, 29% reported receiving training on generative AI over the past year, whereas 36% had online safety training and 31% training on new platforms or technologies.

When effectively implemented, AI tools are noted for reducing workload and facilitating tailored teaching approaches. However, educators also express significant concerns about unequal access, varied quality, and unresolved issues related to plagiarism and misinformation—especially concerning homework assigned in secondary education settings.

Challenges Ahead: Infrastructure and Budgetary Constraints

Infrastructure Improvements

According to the report, steady advancements are being made in school infrastructure. Notably, an increasing number of institutions are now meeting the DfE’s connectivity and wiring benchmarks. The data indicate:

• 67% of primary schools and 97% of secondary schools utilize full fiber connections for broadband.
• 15% of primary schools and 60% of secondary schools have backup broadband connections in place.
• 49% of primary and 54% of secondary schools report using Wi-Fi 6, the latest standard mentioned in the survey.

These improvements benefit from significant government investment, which has included over £215 million previously allocated to the Connect the Classroom program, along with an additional £45 million set aside for Wi-Fi and broadband upgrades in the coming years. Most IT leads affirm that their current Wi-Fi and broadband setups meet institutional needs, although secondary schools generally exhibit higher levels of reliable connectivity compared to primary ones.

Budgetary and Human Resource Challenges

Despite these advancements, the primary hurdles remain financial and related to human resources rather than technical limitations. Leaders expressed that 95% face budget constraints, while 93% cite the high costs of technology as significant barriers to greater adoption. Around three-quarters also identified limited technology availability and the costs associated with professional development as obstacles.

Teachers mirror this sentiment, with 85% indicating that budget constraints and high costs are barriers affecting their work. Additionally, they cite limited access to devices—both in school and at home—as well as inconsistent home internet access for students.

The report also emphasizes how improved planning and infrastructure correlate with a more positive assessment of technology impact. Leaders in schools that boast both a digital strategy and an evaluation framework are more inclined to report decreased workload and better student outcomes. Similarly, educators who deem their devices adequate are more likely to see favorable impacts on both workload and accomplishment.

How AI legalese decoder Can Assist

In navigating the complexities of these rapid changes, the AI legalese decoder emerges as a valuable ally for schools and educators. This AI tool can help clarify legal documents, policies, and educational standards, enabling administrators, teachers, and policymakers to understand regulations governing digital technology and AI integration in education. By simplifying legal jargon, it aids stakeholders in making informed decisions, ensuring compliance with new regulations, and effectively implementing AI tools while mitigating potential risks.

In summary, while technology and AI integration in education offer enormous potential for improving teaching and learning, significant challenges lie ahead. By employing resources such as the AI legalese decoder, educational stakeholders can better navigate the evolving landscape and make informed decisions that ultimately enhance the educational experience for all students.

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