New research commissioned by Epson reveals concerns among UK teachers and school IT managers that investment in classroom technology is outpacing its effective integration into teaching, with educators giving schools an average score of just five out of 10 for balancing digital tools with traditional learning methods.
UK schools are struggling to achieve an effective balance between classroom technology and traditional teaching methods, despite continued investment in digital learning resources, according to new research commissioned by Epson.
The findings, based on responses from students, teachers and school IT managers, suggest that the growing availability of technology in classrooms is not necessarily being matched by improvements in how it supports teaching and learning.
Teachers gave UK schools an overall score of five out of 10 for balancing technology with traditional educational approaches, highlighting concerns about the use of individual screens, Artificial Intelligence and other digital resources.
The research found that 91% of students use technology in almost every aspect of their lives, while 48% expect technology to feature extensively in classroom lessons.
Schools have responded to these expectations by expanding their use of digital tools, with 72% of school IT managers reporting that their institutions had introduced more technology during the previous year.
However, teachers and IT managers expressed concerns about whether schools have developed the strategies and skills needed to use these investments effectively.
Almost two-thirds of teachers (64%) said that while technology adoption has accelerated, its effective use has failed to keep pace.
Meanwhile, 76% of teachers and 84% of school IT managers agreed that investment had focused more heavily on purchasing devices than on how those devices are used to support learning.
Epson describes this disconnect as a learning technology balance gap, where investment in digital resources exceeds schools’ ability to integrate them effectively into teaching practices.
According to the research, 61% of teachers and 64% of school IT managers believe education has invested in technology faster than it can be integrated successfully.
Teachers question the balance between screens and traditional learning
The research examined three areas where schools are attempting to balance digital technologies with more established teaching approaches.
Teachers were asked to rate how effectively schools were managing each area on a scale from one to 10, where 10 represented a perfect balance.
The balance between individual screens and paper-based learning received an average score of five out of 10.
Six in 10 teachers (60%) believed there were too many individual screens being used in lessons, suggesting concerns about the extent to which digital devices have replaced traditional resources such as paper and textbooks.
The balance between individual and shared screens received a slightly higher score of 5.3 out of 10.
However, 49% of teachers still believed there were too many individual screens in classrooms.
The findings suggest that educators see opportunities to make greater use of shared technologies that support collaborative learning rather than relying predominantly on devices used by individual students.
Concerns emerge over AI in classrooms
The lowest score was recorded for the balance between Artificial Intelligence and human judgement, oversight and traditional teaching methods.
Teachers rated this area at just 4.9 out of 10, while 60% believed there was too much emphasis on AI.
The findings highlight concerns about how emerging technologies are being introduced into educational environments and whether sufficient attention is being given to their practical role in teaching.
Rather than rejecting technology altogether, most respondents supported a more considered approach to its adoption.
Some 83% of teachers and 88% of school IT managers agreed that schools need to establish a better balance between technology and traditional teaching methods.
This includes combining digital and physical learning resources, supporting both individual and collaborative activities, and ensuring AI is used alongside appropriate human judgement and oversight.
An overwhelming 92% of teachers believed that improving the balance between technology and traditional teaching could lead to better student outcomes.
Training and resources remain challenges
The research also examined whether schools have sufficient technology and training to deliver the best possible educational outcomes.
Teachers gave schools an average score of 4.8 out of 10 for the availability of appropriate technology and training.
School IT managers were more positive, awarding an average score of six out of 10.
The difference suggests that teachers and IT managers may have different perspectives on whether existing resources adequately support classroom requirements.
While IT managers are responsible for maintaining and supporting technology infrastructure, teachers must integrate these resources into lessons and ensure they contribute to educational objectives.
The findings indicate that providing devices alone may not be sufficient to improve learning outcomes without corresponding investment in professional development and practical teaching strategies.
Dr Sarah Henkelmann-Hillebrand, Lead for Education at Epson Europe, said: “Closing the learning technology balance gap requires a shift in thinking. Education systems must move beyond simply adopting technology and instead focus on how it is used. That means designing around learning outcomes, rebalancing digital and physical tools, creating more shared and collaborative classroom experiences, and putting clear governance around emerging technologies like AI. It also means investing in technology that supports effective teaching, not just more devices. The future of education isn’t more tech. It’s a better balance.”
Greater focus on educational outcomes
The findings form part of Epson’s Educate to Empower Index, which examines how effectively schools are balancing technology adoption with traditional teaching practices.
The research comes amid wider concerns about educational attainment, with data from the Organisation for Economic Co-operation and Development (OECD) showing declines in mathematics and reading performance internationally.
However, the findings do not establish that increased classroom technology use is responsible for those declines.
Instead, the research highlights the importance of assessing how technology is introduced, supported and used within educational settings.
For school leaders and IT managers, the results suggest that future investment decisions may need to place greater emphasis on teacher training, collaborative learning and the effectiveness of existing digital resources.
As schools continue to explore the potential of AI and other emerging technologies, the research indicates that achieving a more balanced approach to classroom technology could become an increasingly important consideration in education strategies.
