Teachers need to reimagine how they work if hybrid learning is to be effective, according to a Microsoft/YouGov survey

Teachers need to think carefully about how they plan lessons, manage their classrooms and connect with students if they are to teach online successfully, a new report says.

An online survey of more than 1,000 teachers carried out by Microsoft and YouGov found that there was a lack strategy from heads, IT department and teachers about how to combine learning and technology effectively.

According to the report, The acceleration of hybrid learning. Preparing UK schools for a digital future, 40% of secondary respondents said their schools did not use digital learning platforms before the school lockdown, rising to 54% among primary staff.

Almost one out of ten said the pandemic had accelerated the use of hybrid learning, and three quarters felt that digital learning platforms would be critical to how students accessed learning in the future.

A majority — 67% — of teachers said they felt well supported by their school in implementing online and digital learning in the classroom. However, just over a third of secondary teachers felt they were inadequately equipped with the technology to support hybrid learning, rising to 46% in primary schools.

Chris Rothwell, director of education at Microsoft UK, said: “It’s critical that schools, students, teachers and IT departments have access to the software, tools, training and practical guidance that will allow them to achieve their full potential in the classroom. Key to this is understanding educators’ needs and working with them to identify solutions that can aid their work with students both academically and pastorally.”

The main challenges listed by teachers included:

— Ensuring adequate and fair access to technology and data for all students (71%)

— The provision of adequate support for SEND or vulnerable students (67%)

— Lack of face-to-face contact and interaction (65%)

— Student welfare, social and emotional development (53%)

— The ability to teach effectively (51%)

— Safeguarding (50%)

— Excessive student screen time (50%)

The report said: “Before hybrid learning can become a reality, there is much to consider. Hybrid learning is more than just presenting lessons online. Educators must re-imagine everything from how they plan lessons, manage their classrooms, connect with students and assess their progress.”

When it came to proficiency in technology use, 47% of respondents said they had not had access to enough relevant training. However, among teacher aged 55 and over this rose to 52%.

Forty-six percent of those who responded felt that a hybrid learning model would make their jobs harder, compared with 31% who said it would be easier.

The report went on: “The national dialogue about the shift to hybrid learning tends to focus primarily on issues of technology access — how to identify the right tools and get them in the hands of teachers and students everywhere. While this is no doubt an urgent issue, ensuring that they have the right skills to utilise the technology is equally important.

“Technology is only as good as the people using it. For hybrid learning to succeed, equipping UK educators with the right digital skills is critical.”