Introducing Digital Technologies into Secondary Schools to Develop Literacy and Engage Disaffected Learners: A Case Study from the UK

Abstract

This chapter reports a project, Literacy and Technology: Towards Best Practice, funded by the UK’s Teaching Agency, involving five secondary schools in the East Midlands, UK. The project introduced digital technologies into core curriculum subject classrooms: science and English. The aim of the project was to identify whether new technologies, introduced into Key Stage 3 classrooms (11–14 years), could raise literacy levels of students with special education needs or disabilities (SEND), learning in a second language (EAL), with low levels of literacy, or identified by their school as disengaged with learning. The project proved successful with raised literacy levels and improved engagement in learning resulting in improved levels of progression. This chapter discusses the adoption, design and development of the use of new technologies.