Schools have embraced apps and remote classes in the past year. Some see benefits in virtual learning but others fear the impact on disadvantaged children and privatisation by stealth
History is likely to record that Britain’s teachers were better prepared for Covid-19 than government ministers. With cases rising in Europe, 14 schools in England had already closed their gates by the end of February 2020. When senior staff at Barham primary school began drawing up contingency plans on 26 February, they realised they needed to up their use of digital technology.
They decided to upload work daily to ClassDojo, a popular app they were already using to communicate with parents. The problem was some parents, many of whom do not speak English as a first language, didn’t have the app. When, three weeks later, it was announced that UK schools would close to most pupils with just two days’ notice, Barham’s staff, especially the Gujarati, Tamil and Hindi speakers, took to the playground, digital devices in hand, to help parents get connected.
