Nearly three quarters (67%) of UK teachers call for more textbooks and worksheets in the classroom to improve reading, engagement and knowledge retention
New research from across Europe, commissioned by Epson, shows 67 per cent of UK teachers and 63 per cent of UK parents want a greater focus on hard copy materials such as textbooks and worksheets in classrooms.
The news comes after years of heavy investment in school technology with particular focus on laptops for students across Western Europe[i]. Now teachers are raising concern with 42 per cent believing that laptops and tablets can have a detrimental effect on learning. Conversely, the vast majority of teachers and parents (85 per cent) have seen positive impacts from the use of traditional hard copy textbooks and worksheets in classrooms.
The statistics support growing academic evidence that children learn better on paper than on screens[ii]. Some European governments are now acting. In February 2024, Lotta Edholm, Sweden’s Minister for Schools, said, “One gets the best conditions for developing basic skills in reading and writing in analogue environments using analogue tools.”[iii] At the same time, the Minister announced an investment in textbooks of about €44m a year from 2024[iv].
Specifically, when asked to reflect on the impact tablets and laptops can have in the classroom, 85 per cent of teachers noted one or more challenges. Over a third (34 per cent) say they’ve seen a decline in reading skills, a quarter (24 per cent) say it’s reduced knowledge retention, a third (31 percent) per cent noted a reduction in engagement, while one in 10 (8 per cent) say they’ve seen a correlation with reduced attainment.
Nearly two thirds (63 per cent) of teachers say traditional hard copy textbooks and worksheets improve reading skills, while 38 per cent of teachers and 43 per cent of parents say they allow greater knowledge retention. In addition, nearly half (49 per cent) of teachers and 53 per cent of parents say these materials better support differing learning styles.
As a result, 42 per cent of teachers agree that policy makers should question whether introducing laptops or tablets is always a good option and half of teachers (50 per cent) say policy makers aren’t close enough to teaching to make the best recommendations. It’s clear that public procurement in education needs to take account of these views.
Adding to this view, many parents say they often argue with their children about too much screen time[v] and 62 per cent agree that having laptops in schools makes it harder for them manage screen time at home, especially when homework is set online.
Mr. Allan Maher, Headteacher at Nash Mills C of E Primary School in Hertfordshire, comments: “Whilst the use of online tools are helpful in researching and rehearsing some skills, we use carefully chosen printed materials at precise points within our curriculum so that learning can be targeted and meaningful. This helps our children to progress and learn from a wide range of sources, developing long-term memory. Having these set printed resources also supports teachers; saving time in preparation and sourcing of materials so that they can focus on lessons.
“In addition to the above, there is still a firm agreement within schools, particularly at a primary level, that it is imperative children develop the strength and fine motor skills in their arms and hands to be able to write and draw using a range of media, for which printed materials are very helpful. Without this, many will struggle to develop other skills that require hand-strength, coordination or dexterity at a later stage.”
In looking for a solution, over half of all parents (62 per cent) and teachers (67 per cent) want to see a more balanced use of technology in schools, where it’s used to enhance teaching and learning rather than for the sake of it. This calls for a hybrid approach to learning, with both digital and paper-based resources used together.
Karl Angove, VP Epson Europe and managing director at Epson Iberia, said, “Our research shows parents and teachers want balance, and a greater use of paper in classrooms – that may seem self-serving of a printer manufacturer to say, but the results speak for themselves. The majority believe learning materials such as textbooks and worksheets improve reading skills. Technology has a valuable place, and it’s important we’re able to raise a digitally savvy future work force, but it needs to be managed carefully to ensure technology supports and doesn’t distract or reduce attainment.
“It’s important that education policy makers consider these views, which support academic research showing children learn better on paper than on screens. Equally, technology providers should look at the evidence and equip schools with the tools they need to best support learning.”
[i] Microscope, Education still spending on laptops
[ii] Columbia University Teachers College, Children Derive Deeper Meaning from Printed Texts Than Screens, According to New Brain Study from Teachers College, Columbia University
[iii] Government Offices of Sweden, Government investing in more reading time and less screen time
[iv] Government Offices of Sweden, Government investing in more reading time and less screen time
[v] Pew Research Centre, How Teens and Parents Approach Screen Time
