Technology and homework from the student perspective

Perspective Article

Written by: Alex Macmillan and Simon Hay

Published on: January 16, 2019

Education technology

4 min read

Note: The authors of this article work for Firefly, an education technology offering chargeable products and services for schools. Homework is part of the fabric of schools, but its value is frequently contested both in the press (Turner, 2018) and academia (Shumaker, 2016). The increase in school technology, such as online learning platforms, has created new ways to approach homework for teachers and students. Several studies have looked at homework’s efficacy (Hallam and Rogers, 2018) or questioned its value (Kohn, 2007), but few have canvassed the perspective of students studying within today’s education system. Firefly Learning commissioned two wide-ranging surveys to understand from students how technology supports or hinders their homework completion. In the UK, the fieldwork was carried out by OnePoll from 22nd January to 8th February 2018 and consisted of a countrywide sample of 2,000 students, aged 11-to-15. Of those students, 87% attended a state school and 13%

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This article was published in January 2019 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.