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Is technology in education hindering students’ interpersonal skills?
 • 58% of teachers believe technology in the classroom has hindered the interpersonal skills of pupils the most
• 7% of teachers feel technology in the classroom has least deterred the researching capabilities of pupils
• 57% of teachers think online assessments is the technology which will see the biggest growth in education over the next five years
  Long gone is the time where learning at school primarily revolved around the use of blackboards, chalks and textbooks. Now in the modern classroom, technology has drastically evolved the way in which schools teach and children learn.
The wide adoption of smartphones and tablets by students inside as well as outside the classroom has made studying more engaging
and interactive. Consequently,
the unquestionable benefits of introducing technology in the classroom has encouraged schools to annually spend an astonishing £900m on education technology.
With recent figures from The Prince’s Trust showing that 31% of teachers consider the development
of soft skills more important than achieving good grades, teaching specialists TeachingAbroadDirect. analysed findings from global education technology company Promethean World, who surveyed over 1,600 educators from across the UK to see if teachers believe technology has hindered the ability for students to learn and acquire soft skills.
found that 63% of teachers think technology has hindered the interpersonal skills (collaboration, listening, manners etc.) of pupils the most. Thereafter, 58% of teachers feel technology in the classroom has deterred the emotional intelligence of pupils (the ability to understand and manage their own emotions,
as well as others). Communication
is the third soft skill which teachers consider to have been significantly hindered by technology in the classroom at 41%.
On the other end of the scale, only 7% of teachers believe technology has set back the researching capabilities of pupils. Just slightly above by 1%, only 8% of teachers
think a pupil’s technical literacy has been harmed by the presence of technology in the classroom. Perhaps unsurprising, given the long amounts of time that pupils now spend interacting with technology – they are now more digitally savvy and competent than ever before.
School of tennis status
 Manchester High School for
Girls has been named a ‘School of Tennis’ by Great Britain’s leading tennis charity, the Tennis Foundation. It is one of just 85 schools across the country to
be recognised in this way and is committed to improving pupil participation in the sport.
While Manchester High’s Under- 15s tennis players are already making a name for themselves on the court, being ranked fourth in the UK, the aim of the programme is to introduce girls of all levels to the sport and keep them engaged in tennis throughout their
teenage years.
The partnership with the Tennis Foundation enables the School to implement a new tennis programme, as Sarah Newman, Director of Sport at MHSG, explains: “We are thrilled to have been selected as part of this programme which is changing the way tennis is delivered in secondary schools. At Manchester High, we educate girls to lead balanced and healthy lives and offer them a wide learning experience both in and outside the classroom. Through this initiative, we will be able to offer professional tennis coaching and encourage girls to take up the
sport in their free time. A new Tennis Ambassadors scheme will give our girls the opportunity
to develop their sport leadership
skills, and access to improved equipment and facilities will also enhance the teaching and learning of tennis.”
34 Independent Schools Magazine
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Pictured: Director of Sport, Sarah Newman, and Head Mistress, Claire Hewitt with students.

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