Connect the Classroom Evaluation. Research Report
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| Title: | Connect the Classroom Evaluation. Research Report |
|---|---|
| Language: | English |
| Authors: | Department for Education (DfE) (United Kingdom), CooperGibson Research (CGR) (United Kingdom) |
| Source: | UK Department for Education. 2026. |
| Availability: | UK Department for Education. Castle View House East Lane, Runcorn, Cheshire, WA7 2GJ, UK. Tel: +44-37-0000-2288; Fax: +44-19-2873-8248; Web site: http://www.education.gov.uk |
| Peer Reviewed: | N |
| Page Count: | 128 |
| Publication Date: | 2026 |
| Document Type: | Reports - Research Numerical/Quantitative Data |
| Education Level: | Elementary Education Secondary Education Elementary Secondary Education |
| Descriptors: | Technology Integration, Technology Uses in Education, Access to Internet, Program Effectiveness, Barriers, Elementary Schools, Secondary Schools, Influence of Technology, Cost Effectiveness, Elementary School Students, Secondary School Students, Faculty Workload, Rural Schools, Urban Schools, Rural Urban Differences, Foreign Countries |
| Geographic Terms: | United Kingdom (England) |
| ISBN: | 978-1-83870-746-0 |
| Abstract: | A key priority in the Government's Schools White Paper (March 2022) was to support schools to better understand the opportunities for using technology and help tackle the barriers to its effective adoption. Commitments set out in the Schools White Paper included investing up to £150m in the Connect the Classroom (CtC) programme, with the aim of improving connectivity in schools by upgrading Wi-Fi connectivity. Following an initial phase between 2021 and 2022 (CtC1), the programme was extended until 2025 (CtC2). This report evaluates the impact of the second phase of the CtC programme, exploring the changes made within schools and experiences of the process of involvement. The research aimed to explore schools' views on the intervention process, barriers/challenges experienced, and the impact of the programme on schools' connectivity, staff (e.g. workload/technology use), pupils (e.g. engagement, attainment) and the school (e.g. use of a digital strategy, cloud storage, costs and efficiency savings). A mixed methods approach was undertaken, comprising online surveys with schools participating in CtC2 and in-depth telephone or online virtual interviews conducted with schools after their CtC2 intervention. Overall, findings show that schools' experiences of participating in CtC2 were positive, with a smooth and well-managed installation process and minimal disruption. |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Accession Number: | ED679925 |
| Database: | ERIC |
| Abstract: | A key priority in the Government's Schools White Paper (March 2022) was to support schools to better understand the opportunities for using technology and help tackle the barriers to its effective adoption. Commitments set out in the Schools White Paper included investing up to £150m in the Connect the Classroom (CtC) programme, with the aim of improving connectivity in schools by upgrading Wi-Fi connectivity. Following an initial phase between 2021 and 2022 (CtC1), the programme was extended until 2025 (CtC2). This report evaluates the impact of the second phase of the CtC programme, exploring the changes made within schools and experiences of the process of involvement. The research aimed to explore schools' views on the intervention process, barriers/challenges experienced, and the impact of the programme on schools' connectivity, staff (e.g. workload/technology use), pupils (e.g. engagement, attainment) and the school (e.g. use of a digital strategy, cloud storage, costs and efficiency savings). A mixed methods approach was undertaken, comprising online surveys with schools participating in CtC2 and in-depth telephone or online virtual interviews conducted with schools after their CtC2 intervention. Overall, findings show that schools' experiences of participating in CtC2 were positive, with a smooth and well-managed installation process and minimal disruption. |
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| ISBN: | 978-1-83870-746-0 |
