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Techknowledge library

Learning Techknowledge Reseach Library


In their lifetime Techknowledge for schools have been responsible for producing one of the largest independent research studies in the world looking at mobile learning in UK schools. We share here their research designed to help schools make informed choices and transform teaching and learning.


Their independent research is carried out in schools across the country that have been pioneering 1:1 mobile learning since 2011. The body of research is the largest of its kind in the world, incorporating both qualitative and quantitative methodologies to inform the approach to using technology in education. This has enabled schools to make better informed decisions when developing their mobile learning plans.


Their research has shown that mobile technology really can make a difference to teaching and learning. However to develop and implement a successful 1:1 mobile learning strategy, it is important that you to hand good, unbiased evidence, knowledge and best practice to help underwrite those important decisions and to truly help you transform learning with technology.

 The Techknowledge for schools research…

The First Three 1:1 Schools

Published: December 2012 
This report includes an evaluation of: The Adoption of 1:1 Tablet Devices, Challenges and Concerns, Pedagogy, Tablet Learning and Teaching, Content, Pupils’ Motivation to Learn, Technology in Schools and Parental Engagement, Benefits of 1:1, Attitudes of Teachers and Pupils UK and Global 1:1 Trials.

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Introduction to the Longer Term Effects of 1:1 Learning

Published: July 2013
The report summarises findings from an evaluation study that is looking at the feasibility and educational impact of giving one-to-one Tablets to every child in school.
Research for this stage was carried out between September 2012 and April 2013 at Honywood Community Science School.

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One to one Tablets in Education: The Global Picture

Published: October 2013 
Techknowledge for Schools looked at the use of tablets and devices in schools across the world.

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Technology in Schools: Characteristics, The Global Picture

Published: November 2013
This report is in 3 sections:

  • Key characteristics of schools using 1:1 technology, including what teacher leaders wished they had known before introducing 1:1
  • The global picture of 1:1 use, including USA, Europe, Africa and Australasia - the pre and post response and attitude
  • FK&Y Technology in Schools - Characteristics, The Global Picture and a Pre and Post Use Study November 2013 (Stage 3)
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Attitude to Teaching and Learning Coding

Published: March 2014
Coding and computer programming became a mandatory part of the curriculum in England in September, 2014.

We carried out research with pupils and school leadership to explore pupils’  and schools’ attitude to this and how well prepared schools felt they were for the introduction of coding to the curriculum.

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Literature Review on Use of Tablets 2014

Published: April 2014
Since the publication of the first literature review, which argued that there was still a significant gap in the literature on the impact of one-to-one Tablets in education,  the interest in this area has continued to grow among academic researchers.

This report updates the findings from the previous publication and discuss the findings from recent studies, as well as the limitations of the research to date.

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Do young People feel addicted to the Internet

Published: May 2014
This report refers specifically to the question posed ‘Do you sometimes think you are addicted to the internet?’.

There has been concerns expressed about children becoming fixated on using the internet for some years, and it is a subject we wished to explore.  Questions about use of the internet were part of a wider survey that was completed by over 3,500 11-17 year olds in our research schools during January 2014.

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Young People’s Attitude Towards Gaming

Published: August 2014
This survey aims to explore young people’s own attitudes towards this issue by posing the question: Does it bother you that some computer games are meant for people over the age of 16 or 18 but are played by younger people?

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Giving advice about staying safe online

Published: August 2014 
The young people aged 11-17 in this research are enthusiastic about giving informative advice about staying safe online to other young people their age. All were users of one-to-one devices at school.
Their responses provide a reassuring picture of young internet users, demonstrating that they are knowledgeable, responsible, caring and transparent.

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The Use of Tablets in UK Schools – Stage 4

Published: September 2014
How many schools are using 1:1 technology?  To assess how many secondary and primary schools in the UK have introduced 1:1 technology and to understand how these are used in teaching and learning, 671 schools were interviewed in June 2014.

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The Introduction of Nexus Tablets

Published: September 2014
Google gifted 7,300 Nexus 7 Tablets to Techknowledge for Schools in 2013. Sixteen schools were selected, including some already taking part in the Tablets for Schools research.

Google and 9ine offered those schools taking part in the trial workshops, training and advice on how to use the Tablets and incorporate them into the school, and cases were supplied by Dixons.
All 16 schools (nine primary and seven secondary) completed questionnaires between March and April 2014.

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Safer Internet Day Research 2014

Published: September 2014 
Techknowledge for Schools asked young people how they used the internet, and published the results for Safer Internet Day 2014.

The survey was sent to nine long-established one-to-one mobile device using secondary schools. The schools were encouraged to send the survey to all students aged 11-18.

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Revisiting Coding 2014

Published: October 2014
Coding and computer programming became a mandatory part of the curriculum for primary and secondary schools in England in September, 2014.

In February 2014 we carried out research with pupils and school leadership to explore pupils’ and school leaders’ attitude to coding and how well prepared schools felt they were for the introduction of coding to the curriculum.  A further questionnaire about coding was sent to school leadership in schools in October 2014. This report summarises the key findings, drawing comparisons with the findings from the February survey where appropriate.

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Internet Safety Report: Key Findings

Published: February 2015
In January and February 2015 the Use of the Internet research was repeated, although this time across 30 schools (11 primary and 19 secondary) with 7,443 pupils aged 7 to 17 taking part.

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Transforming Learning: Pilot Report

Published: May 2015
The Transforming Learning pilot study, carried out in Autumn 2014, was designed to gain insight into how 1:1 devices are being used to transform teaching and learning.

Through the preliminary findings from two school visits that included face-to-face interviews  with teachers and students and classroom observations, the insights from this study will be used to inform the next phase of research for the Transforming Learning Project.

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Transforming Learning

Published: July 2015
The purpose of the research is to explore ways in which teaching and learning with 1:1 devices is changing the way teachers teach and pupils learn. They look in detail at how technology can impact teaching and learning through pedagogical models such as flipped learning and challenge based learning.

This research has focused on the way in which schools can sustain changes to pedagogy following the introduction of 1:1 mobile technology.  Previous research found out that the introduction of 1:1 technology was most successful if it became part of a wider pedagogical vision for the school which received strong support from the leadership.  The Transforming Learning research builds on this to show the importance of sustaining teacher support, training and motivation to use the technology.

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Research Overview 2015

Published: July 2015
This infographic booklet gives an easy to read overview of the main findings from Techknowledge for Schools’ research and explains the research journey so far.

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How Children Use Mobile Devices at School and at Home

Published: October 2015
Over 7,000 students from 31 mobile-device using schools were interviewed for the research to understand young people’s use of mobile devices at home and at school.

This research includes analysis of over 21,000 open ended responses from the children and young people.

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Future Skills

Published: December 2015
Our new Future Skills research with 361 teachers in 21 schools explores how the daily use of technology in schools can prepare students for future employment.

As part of our rolling research programme with schools who have been using 1:1 mobile devices since at least 2013 (some since 2011), we set out to find out how their use and integration into daily learning  contributes to the development of‘character skills’. In 2012, the employer body, the Confederation of British Industry (CBI) recommended that in addition to a new curriculum, schools should be asked to deliver against a wider framework which includes the  development of key characteristics, including resilience, curiosity, creativity, self-control, confidence, determination, ambition and emotional intelligence.

Using the this CBI framework, and building on qualitative research earlier this year, our new study aimed to quantify how the use of technology in teaching and learning is helping students to develop or  improve character skills that will enhance their prospects for future employment.

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Literature review of global use of mobile technology in education

Published: January 2016
This reports looks at the most recent research into the effectiveness of technology in education, and also explores the development of technology adoption globally and the benefits and challenges other countries are experiencing.

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Teachers’ attitude to the use of mobile technology in classroom

Published: February 2016
This new research is part of our rolling Transforming Learning research and examines attitudes and challenges facing mainly secondary schools teachers who teach with tablets and other mobile devices daily or weekly.

Using a qualitative methodology, including ethnographic observation, the Transforming Learning project looked at the way in which teachers and students adapt to new ways of teaching and learning when 1:1 mobile digital devices are used in class. An important finding is that teachers believe that using mobile technology in class can have a positive impact on a wide range of students’ skills, however teachers require ongoing training and support to ensure the benefits are maximised.

These findings have now been quantified following interviews with 361 teachers in 21 schools. The research looks at the attitude of teachers towards using one-to-one mobile technology in teaching, the challenges they face when using the technology and their need for training and support.

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