Common challenges with digital learning in schools (and how to fix them)

When done well, digital learning in schools boosts attainment and engagement while helping teachers manage their workload. Research from the Education Endowment Foundation shows that technology is most effective when tightly aligned to curriculum goals and used to support high-quality teaching.

The importance of digital learning in schools is clear in the benefits it brings, such as:

• Access for all: Students can learn anywhere, anytime, on any device.
• Personalisation: Platforms adapt to each learner’s pace and gaps.
• Efficiency: Automated marking, ready-made lessons, and clear data save teachers time.

Alongside curriculum-aligned platforms such as Access GCSEPod, schools often use Microsoft Teams, Google Classroom, or interactive tools like Kahoot and Quizlet. The key is not the number of apps but how well they fit into a coherent teaching strategy.

Question: Why does digital learning in schools thrive in some subjects but stall in others?

Often, departments adopt tools at different speeds. Without clear expectations or training, usage can become inconsistent. Staff may also feel overwhelmed by choice or unsure which platform meets curriculum needs.

How to fix it:

• Create a whole-school strategy linking technology to teaching priorities.
• Provide staff CPD and time to explore resources.
• Streamline platforms so teachers aren’t juggling too many systems.

“We’ve embedded GCSEPod across our school, and we’re seeing the benefits in engagement and learning outcomes.” Mr T Purbrick, Teacher & GCSEPod Lead, St Lawrence Academy

Question: How can we keep students motivated once the novelty wears off?

Initial enthusiasm can fade if content feels repetitive or passive. Learners need interaction, feedback, and a sense of progress.

How to fix it:

• Use bite-sized content and short quizzes to keep focus.
• Offer competitions, leaderboards, or certificates.
• Give students some choice over topics or playlists.

At The St Lawrence Academy, house competitions and weekly leaderboards boosted participation in GCSEPod videos and quizzes. The Green School Trust also set up targeted playlists for Year 11 exam prep, helping students track knowledge gaps.

Students from Giles Academy reveal how Access GCSEPod is transforming their learning experience! From interactive videos to personalised revision tools, hear how GCSEPod is making a real difference in their studies and helping them achieve their best results.

Question: Can digital learning in schools genuinely help narrow gaps for disadvantaged, EAL, or SEND pupils?

Schools are under pressure to meet diverse needs while raising standards for all. Learners may face barriers such as disrupted schooling, additional language needs, anxiety, or a lack of quiet study space. Without the right support, technology alone won’t close those gaps, but thoughtfully designed platforms can make a real difference.

How to fix it:

• Choose tools with strong accessibility features (captions, transcripts, adjustable speed, translation).
• Provide scaffolded resources so students can build knowledge step by step.
• Track usage against outcomes to spot who needs extra support, then combine online learning with targeted pastoral help.

Furze Platt Senior School offers a compelling example. Under Raising Achievement Manager Debbie Feather, the school embedded GCSEPod across subjects, focusing on inclusivity and independent learning. Subtitles and translation tools made academic content accessible for students with English as an additional language, including recent Ukrainian arrivals, while mobile access turned downtime into learning time.

Data showed that the top 25% of GCSEPod users outperformed peers by +1.06 progress points, and regular users overall gained +0.24 progress points, proving that consistent engagement lifts results.

“For our Ukrainian refugees, GCSEPod has been more than just a learning tool; it’s provided a sense of belonging and routine.” Debbie Feather, Raising Achievement Manager, Furze Platt Senior School

These examples highlight the importance of digital learning in schools for inclusion as well as attainment. When EAL and SEND students see that content has been built with them in mind, confidence grows. Peers also benefit, developing empathy and awareness as classrooms become genuinely inclusive spaces.

Question: How can we stop digital tools adding to teacher workload?

Teachers need technology that lightens the load, not adds to it. Admin-heavy systems or resources that require extensive adaptation are unlikely to last.

How to fix it:

• Prioritise digital learning platforms with ready-made lessons, automated marking, and clear reporting.
• Provide live CPD and peer support.
• Celebrate quick wins so staff see value fast.

At Callington Community College, GCSEPod’s self-marking quizzes gave instant feedback, freeing teachers to focus on interventions. Senior leaders noted reduced planning time and better data on student progress.

“For us, the big priorities are consolidating students’ long-term memory and reducing workload. GCSEPod ticks both boxes.” Vandna Pathak, Senior Assistant Headteacher, Green School Trust

Question: How can leaders prove that digital learning in schools is improving outcomes, and use that insight to refine teaching?

One of the biggest barriers to sustainable EdTech is the “so what?” question. Without credible evidence of impact, it’s difficult to justify budgets or shape strategy. Too often, usage data sits in a silo, disconnected from assessment and teaching decisions.

How to fix it:

• Select platforms with built-in analytics that connect engagement to attainment.
• Set clear success criteria at the start (e.g. progress in specific subjects, closing gaps for key cohorts).
• Make reporting part of the conversation with staff, governors, parents, and even students.

GCSEPod in practice

GCSEPod’s reporting suite gives leaders, teachers, and even pupils visibility of how learning habits translate into achievement:

• Usage dashboards show logins, pods watched, quiz scores, and time spent learning — sortable by year group, subject, or individual learner.
• Attainment tracking links Check & Challenge scores and self-marking homework to predicted and actual grades, helping teachers see who is on track.
• Progress reporting highlights improvements over time and flags where extra intervention might be needed.
• Exportable data integrates with MIS or tools like Power BI, making it easy to share insights at SLT or trust level.

At The Green School Trust, leaders mapped GCSEPod activity to assessment results, identifying pupils who needed targeted support and celebrating top performers. Furze Platt Senior School is going a step further: analysing the correlation between GCSEPod usage and Year 11 outcomes to inform next year’s teaching priorities.

“The reporting tools give us clarity. We can see which students are engaging, how that links to grades, and where we need to step in.” Debbie Feather, Raising Achievement Manager, Furze Platt Senior School

Robust data also helps win hearts and minds. Teachers are more likely to embed a resource when they can see tangible benefits, and students respond to visible proof that effort pays off — for example, leaderboards or certificates tied to quiz scores.

Beyond established platforms, new technology is reshaping digital learning in schools:

• AI tutoring can offer personalised explanations.
• VR and AR bring science labs and field trips into classrooms.
• Adaptive assessments adjust difficulty in real time.
• Pilot new tools carefully. Focus on pedagogy, not novelty, and keep data privacy in mind.

How Access GCSEPod helps

Many of the fixes above align with what GCSEPod already offers:

• 13,000+ curriculum-aligned videos for KS3 – GCSE.
• Quizzes, Check & Challenge assessments, and instant feedback.
• Self-marking assignments and detailed reporting to track attainment.
• Accessible on any device, online or offline.

Used strategically, GCSEPod complements classroom teaching, supports independent learning, and reduces teacher admin, helping schools realise the full value of digital learning.

Practical next steps for school leaders

To get the most from digital learning in schools:

1. Clarify your goals: Decide what success looks like (attainment, engagement, workload).
2. Audit tools and usage: Where are gaps or duplication?
3. Train and support staff: Short CPD plus peer champions make a difference.
4. Embed in routines: Use platforms for lessons, homework, and revision.
5. Track and share impact: Celebrate wins to sustain momentum.

Ready to explore how GCSEPod could support your strategy? Book a free demo and see the platform in action.

The importance of digital learning in schools is growing year by year, and while it isn’t a silver bullet, with the right strategy and tools, it can unlock better outcomes for students and free up precious teacher time. By tackling adoption, engagement, inclusion, workload, and data, senior leaders can make digital learning in schools a genuine driver of success.

Sources:

• Department for Education, Realising the potential of technology in education (2023 update)
• Education Endowment Foundation, Using Digital Technology to Improve Learning (2021)
• Access Education case studies: Green School Trust, Callington Community College, St Lawrence Academy, Furze Platt Senior School