SCHOOLS in Bordon have defended the “appropriate” use of computers and other technology to teach pupils, following a report that casts doubt on the skills they provide.

Last week, a report by the Organisation for Economic Cooperation and Development (OECD) cast doubt on the benefits of IT in schools.

The international organisation - which helps governments tackle the challenges of a globalised economy - had examined the impact of school technology on international test results, such as the PISA (Programme for International Student Assessment) tests, taken in more than 70 countries, and tests measuring digital skills.

It found that education systems which had invested heavily in information-and-communications technology had seen “no noticeable improvement” in PISA test results for reading, mathematics or science.

Could this mean there is no need for the outlay on the expensive equipment now obligatory in schools to provide pupils with computers as a teaching aid?

Principal of Bordon’s Mill Chase Academy Paul Hemmings, when questioned on the benefits of technology in the classroom, said: “At Mill Chase Academy we recognise that there are benefits of the appropriate use of technology to motivate and engage students.

“However, we only use technology in our curriculum where we know that it adds value or is shown to be the best way of accelerating learning. All teachers at Mill Chase Academy rightly prioritise reading and mathematics as these are basic skills required to be successful across all subjects at secondary school and in further and higher education. When students are answering questions in their GCSE examinations, for example, they need to demonstrate high levels of literacy.

“The academy’s focus on literacy skills in all subjects has already had an impact on student outcomes as more students than ever before achieved the top A*-A grades during this year’s GCSE examinations.

“The academy has also enjoyed an increase in the proportion of students, at all ability levels, exceeding national expectations for progress in their GCSEs.”

The headteacher of Bordon Junior School, Chris James, said: “Computers can be a benefit to pupils but we must remember it is a tool which they have to be taught how to use correctly to help with their work.

“Of course, computers and technology are not the answer to everything but if children know how to use them as a tool they can be very helpful. After all, they are growing up in a world of technology.”

Councillor Peter Edgar, Hampshire County Council’s executive member for education, said: “We have noted the OECD study with interest. We fully recognise computers are not the solution for improving all educational outcomes. The use of technology, such as computers, in schools is among a wide range of resources that are used in teaching.

“Like any educational tool, if used effectively for engagement and motivation there are significant learning benefits to be had.

“Such technology also affords teachers and pupils access to, and the presentation of, information which is unrivalled by any other teaching tool.

“I would add that changes in the computing curriculum were driven by requirements from business and we support the recent curricular changes that advocate computer programming as key knowledge that young people should learn.

“Part of the role of schools is to prepare pupils for the world of work, where the use of computers is now relatively universal, and the skills promoted by the discipline are essential for economic growth. There will be many job opportunities in software creation and gaming production and we need to prepare young people to compete internationally in these markets.”