Contextual factors at a variety of levels can both impact upon and direct your use of digital technology in the classroom

 

Contextual factors such as school infrastructure, access to technology, staff digital competence, curriculum alignment, student needs and abilities all significantly impact and level of integration of digital technology in the classroom. Understanding and responding to these factors ensures technology is adopted in ways that have a positive contribution to a student’s learning and our teaching while meeting curricular and pedagogical requirements.​

In my own teaching practice, I am working in a school with restricted student access to devices. My school offers a computer room and four portable units with devices that can be booked for classes. This has required constant adaptation of technology-based lesson plans or student activities into more adapted classes. For example, activities initially designed for individual device use have been reworked into group-based tasks with prepared information that is necessary to reinforce the same concepts through discussion, writing, or practical work. This experience has highlighted the importance of viewing digital tools as one part of a wider pedagogical toolkit, ensuring that when students do use devices, the activities are high-value, collaborative, and clearly connected to curriculum aims over basic, time-consuming tasks. Educational curricula often outline digital literacy and technology skills as clear learning objectives; digital tools should be used to develop these key skills and to help achieve the learning objectives that have been set for each subject. Literature also highlights teachers’ digital literacy and pedagogical beliefs as key contextual factors in effective technology use. As stated by List (2019), teachers' familiarity and confidence with digital tools enable deeper, more transformative application, shifting from simple content delivery to fostering active, creative digital participation by students (List, 2019; Mellati and Khademi, 2020). Professional development, shared planning, and school culture further support or hinder the integration of digital resources.​

The differing levels of student digital proficiency, ability and access at home should inform classroom approaches. Strategies such as providing scaffolded tasks, adaptive learning resources, and opportunities for guided exploration help close the digital divides and cater for varying abilities. Literature suggests regular use of collaborative or creative digital tasks increases student engagement and confidence with technology, provided support structures are in place (Jeffrey and Kelly, 2011).​ Scholars argue that successful integration hinges on contextual readiness and targeted planning, not just access (Neumann et al., 2017; Jeffrey & Kelly, 2011). Teachers’ digital literacy, ongoing CPD, and critical reflection contribute to adaptive, student-centered technology use (List, 2019). Furthermore, digital inclusivity is highlighted as a core aim for equitable education (Jeffrey and Kelly, 2011).​

In conclusion, effective classroom use of digital technology requires an awareness of contextual factors, drawing from school resources, curricular expectations, student diversity, and staff digital competencies to design equitable, pedagogically sound digital learning experiences. I need to have a level of awareness to all of these factors in order to develop my teaching practice and digital literacy.

References:

• Jeffrey, L. and Kelly, O. (2011), ‘Developing Digital Information Literacy in Higher Education’. [Presented at LILAC Conference held at UCL, London 4th June, 2011.] pp. 21-30.​
• List, A. (2019). Digital literacy instruction and teachers' attitudes towards technology in the classroom. Frontiers in Education.​