Do school-level factors influence the educational benefits of digital technology? a critical analysis of teachers’ perceptions

The supposed benefits of teachers’ use of information and communications technology(digital technology) are well reported throughout the academic literature—most ofteninvolving issues of enhanced learning outcomes, increased pupil engagement and moreefficient management and organisation of learning. This paper uses survey data from683 teachers in 24 secondary schools across the UK to analyse the factors influencinghow these benefits are being experienced. In particular, the paper explores the complexrelationships between teachers’ perceptions of technology-related benefits and a rangeof individual, classroom, school and system-level issues. A number of mediating issuesand influences are identified and discussed throughout these analyses. In particular, it issuggested that teachers’ perceptions of the benefits of using technology are influencedmore by institutional rather than individual characteristics. A number of possiblereasons are discussed, highlighting the importance of social and cultural contexts ofdigital technology use in education.