The Covid-19 pandemic has given fresh impetus to questions over the effective use of technology in teaching after schools were forced to pivot to online learning.
Previous evidence suggests that, on its own, higher technology use in the classroom is not necessarily associated with better pupil performance in maths and science. However, technology in teaching has taken on increased importance in light of the crisis, as classrooms with higher access and use of technology were likely in a better position to quickly engage with online teaching, potentially minimizing learning losses.
The 2019 Trends in International Mathematics and Science Study (TIMSS) data, collected before the onset of the pandemic and released in December 2020, showed where England stood in relation to its international peers on the integration of technology into learning for science and maths in year 5 classrooms.
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