Research

We often get asked for more information and research about digital learning and iPads in education. We have compiled a number of studies and publications you may find interesting.

Scottish Gov. Documentation

Research on digital tools in Education

Views of stakeholders in education

About Screen time

Scottish Government documentation on digital learning and teaching

Research papers on the use of digital tools in learning and teaching

Title	Special Educational Needs in Mainstream Schools
Publisher	Educational Endowment Foundation
Year	2025
Description	A report looking with guidance on supporting Special Education Needs and Disabilities in mainstream education.
Notable points	The evidence review for this guidance report found evidence that, for pupils with SEND, technology can – be a useful tool for supporting teaching. Successful approaches could include using: instructional apps—apps that provide instruction, modelling, or practice opportunities for a wide range of skills; non-instructional apps—apps that provide tools to aid learning, such as note-taking apps; and speech-generating apps to augment the communication skills of pupil

Title	ELAINE Évaluation Longitudinale des ActIvités liées au Numérique Educatif
Publisher	direction de l’évaluation, de la prospective et de la performance (DEPP) Translated: Department of Evaluation, Foresight and Performance
Year	Published Results 2021-2024
Description	Translated: “ELAINE is a scientific study aimed at measuring and understanding the effects of digital equipment endowments in schools and colleges.” A study in France on the the impact of the distribution of digital equipment on students’ disciplinary skills and 21st century skills.
Notable points	Translated from French to English: “The provision of individual mobile equipment has a positive and lasting effect on the disciplinary skills of middle school students, equivalent to a progression of one to two ranks for the median student of a class of 25 students;”
Link	Original French webpage

Title	Unesco: Technology in Education: A tool on whose terms
Publisher	Unesco
Year	2023
Description	An report for Unesco examining the role of technology in education, exploring its potential to improve access, inclusion, and learning outcomes while addressing challenges like the digital divide, sustainability, and data privacy. The report emphasizes that technology should complement, not replace, human teaching and urges policymakers to prioritize equity and evidence-based practices to ensure that technological integration meets the diverse needs of learners globally.
Summary (AI Generated)	The report expresses a balanced perspective on technology in education, highlighting both its potential benefits and significant challenges: Positive Aspects: Enhanced Access and Inclusion: Technology has been shown to help bring education to hard-to-reach areas and marginalized groups, especially during emergencies. Data-Driven Improvements: Examples like Sierra Leone demonstrate how technology supports education management and promotes equity through data collection. Complementary Role: The report emphasizes that technology can complement teaching, aiding learning without replacing the crucial human connection between teachers and students. Negative Aspects: Equity and Digital Divide: Access to technology is uneven, with the poorest communities often left behind. Digital technology can exacerbate inequalities rather than solve them Costs and Sustainability: The short- and long-term costs of technology are often underestimated, creating barriers to sustainable implementation, particularly in poorer countries. Over-Reliance Risks: The report warns against over-reliance on technology, highlighting that it should be a tool, not a solution. Conclusion: The report adopts a critical yet constructive tone. While it acknowledges the transformative potential of technology, it stresses that its use must be equitable, evidence-based, and context-appropriate. It leans neither wholly positive nor negative but advocates for a nuanced approach to integrating technology into education systems.

Title	EEF Digital Technology Guidance Report
Publisher	Educational Endowment Foundation
Year	2021
Description	A paper looking at how to prepare to best to use technology and how to use technology to improve teaching and learning. This report looks at the benefits of using technology in education but also points out potential issues that need to be planned for when doing so. Each recommendation is made with references to different studies as evidence.
Notable points	When discussing the effects on pupil practice: “Evidence suggests that teachers can use technology to increase the benefits of practice to improve fluency or retention of information, and that this is likely to have a positive impact on learning.”

Title	Creativity in Learning
Publisher	Gallup
Year	2019
Description	An Apple funded study by Gallup to investigate how ‘creativity’ is used in American classrooms and how creativity along with technology to foster it can effect.
Notable points	“Based on this qualitative and quantitative research, Gallup finds significant support for creativity in learning and its promise in preparing students to be productive and successful employees and global citizens. Teachers, parents and students report widespread approval of self-directed, project-based learning with the support of new and innovative technology that allows students to learn in new and innovative ways”

Title	iPads/ tablets and student with autism: A meta analysis of academic effects
Publisher	Assistive Technology (Journal of RESNA)
Authors	Kathleen B. Aspiranti PhD, Karen H. Larwin PhD & Benjamin P. Schade EdS. Youngston State University
Year	2018
Description	A study looking at the effects of using an iPad for students with autism.
Notable points	Study found “the use of iPad technology can have a positive impact on student achievement for students with autism, when incorporated as part of their daily learning experience”

Title	Literature review on the impact of digital technology on learning and teaching
Publisher	Scottish Government
Year	2015
Description	A review commissioned by the Scottish government to “to explore how the use of digital technology for learning and teaching can support teachers, parents, children and young people in improving outcomes and achieving our ambitions for education in Scotland.”
Notable points	Conclusions from this report state: “Based on this, this review provides: Conclusive evidence that digital technologies can support educational attainment in general and improvements in numeracy/mathematics and science learning; Indicative evidence that digital technologies can support educational attainment in literacy and closing the gap in attainment between groups of learners; Promising evidence that digital technologies can provide assistance to overcoming the challenges faced by some learners; improvements in employability skills and knowledge of career pathways; improved communications with parents; and time efficiencies for teachers.”

Title	iPads in the classroom
Publisher	University of London, Institute of Education
Authors	Wilma Clark and Rosemary Luckin
Year	2013
Description	A paper that discusses what other research products had found about iPads in Education.
Notable points	On pupil evidence: “For learners iPads are easy to use and attractive. The research on iPad use and adoption overwhelmingly reports that tablet devices have a positive impact on students’ engagement with learning. Findings report increased motivation, enthusiasm, interest, engagement, independence and self-regulation, creativity and improved productivity.”

Title	The iPad as a tool for education
Publisher	NAACE
Author	Paul Heinrich
Year	2012
Description	A study by NAACE looking at the effects of iPad deployment at Longfield Academy.
Notable points	Conclusion states: “The implementation of a one to one scheme using the iPad has been very successful. The devices have been well received by students and by staff and are increasingly well-used in the curriculum as their attributes and limitations are learned. There has been a significant and very positive impact on learning and teaching which, in time, should be reflected in achievement and attainment, thanks to both pedagogical changes and new ways of learning engendered by “any time anywhere” access to information and learning tools. Progress in the implementation of the scheme has been outstanding. By sharing such strategies widely, other schools can adopt similar processes.”

View of stakeholders in education about digital learning and teaching

Title	iPad integration: How parents and students perceive its effectiveness
Publisher	International Journal of Education in Mathematics, Science, and Technology (IJEMST)
Authors	Jenny Eppart, Cara Williams, Zeina Hojeij and Jason D Johnson. Zayed University, Dubai
Year	2022
Description	A study questioning parents and children from an Indian school in Dubai on the effects of iPad in their learning, in particular in mathematics.
Notable points	Key Points: Students surveyed believed that they learnt better using an iPad. Students found maths more interesting and easier on an iPad rather than worksheets.

Title	Writing and iPads in the early years: Perspectives from within the classroom
Publisher	British Journal of Educational Technology
Authors	Jill Dunn and Tony Sweeney, Stranmillis University college
Year	2018
Description	A study which looked into the use of iPads with writing for younger children in 6 schools. Views of children and teachers.
Notable points	More children in this study preferred the use of iPad for writing. Children in this study recognised iPad helping their ability to spell instead of replacing the need to spell. Teachers in the study mentioned it helped to motivate ‘reluctant writers’, in particular boys. Many teachers in the study advocate for a “balanced” approach to writing- using both pencil and iPad appropriately.

Research on screen time

Title	Children and Parents: Media Use and Attitudes Report
Publisher	OFCOM
Year	2025
Description	This report explores the evolving media landscape for children and parents. It highlights trends such as increased social media use among young children, a decline in traditional TV viewing, and a rise in livestreamed video consumption. The report also delves into the benefits and risks of online experiences, the growing use of AI tools, and the challenges in distinguishing real from fake information. Additionally, it emphasizes the importance of online safety education and parental control measures.

Title	Impact of digital screen media activity on functional brain organization in late childhood: Evidence from the ABCD study
Press Release	OII \| No evidence screen time is negative for children’s cognitive development and well-being: Oxford Study
Publisher	Science Direct
Authors	Jack Miller, Oxford Internet Institute, University of Oxford, Kathryn L. Mills, University of Oregon, Matti Vuorre, University of Cambridge Amy Orben, Tilburg University Andrew K. Przybylski, Oxford Internet Institute, University of Oxford.
Year	2023
Description	A study evaluating use of digital technology and impacts on adolescent well-being and development.

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