WHITEPAPER

THE EFFECT ON TEACHERS OF AN INCREASINGLY DIGITAL AND CONNECTED WORLD

Supported by

WHAT TEACHERS THINK

PROCESSES

PRINT COSTS

BRING YOUR OWN DEVICE

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ABSTRACT

EXECUTIVE SUMMARY AND HIGHLIGHTS

MATERIALS AND METHODS

RESULTS

TECHNOLOGY-LED CHANGE IN SCHOOLS

STANDING OUT FROM THE CROWD

BYOD IMPACT IN SCHOOLS

PRINTING AND SECURITY CONCERNS

AVERAGE PRINTING VOLUMES

TECHNOLOGICAL IMPROVEMENTS IN THE SCHOOL

SUPPORTING TEACHERS WITH TECHNOLOGY

COST OF PRINTING

BIOMETRIC AND APP USE IN SCHOOLS

CHALLENGES TO COME

CONCLUSION

ABOUT KYOCERA DOCUMENT SOLUTIONS

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CONTENTS

CONTENTS

WHITEPAPER

ABSTRACT

WHITE PAPER WHAT TEACHERS THINK

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Education has not been exempt from the requirement to develop within an increasingly digital and connected world.

In the study commissioned by KYOCERA, 41% of teachers believe that the processes within their schools are keeping up with technology-led change, whereas half state their schools are only somewhat keeping up with this change. Head Teachers (75%) are more likely to agree the technology in their schools differentiates them from other schools, whereas 56% of teachers disagree.

Most British schools appear to be slow to keep up with technological change, although there are notable exceptions to the rule. Whereas almost three-quarters (74.3%) of respondents from Yorkshire and Humberside

disagree that technology in their schools makes them stand out from the crowd, 69.3% of respondents in London agree that it does.

London also stands out in terms of BYOD (Bring-Your-Own-Device) and the use of biometrics and apps in the printing processes. This disconnect in relation to the rest of the country becomes even more apparent in regions such as Yorkshire and the Humber, Wales and Northern Ireland, where respondents seem far less enthusiastic about the use of technology within their school, college or university.

ABSTRACT

“MOST BRITISH SCHOOLS APPEAR TO BE SLOW TO KEEP UP WITH TECHNOLOGICAL CHANGE.”

EXECUTIVE SUMMARY & HIGHLIGHTS

WHITE PAPER

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WHAT TEACHERS THINK

This survey on the UK’s educational system reveals that although there is an appreciation of technological improvements in schools, colleges and universities, there is a lack of knowledge about savings in this area, despite there being a plethora of solutions available, including PaperCut and PCounter.

Of the teachers asked, 41% believe that the processes within their schools are in fact keeping up with the technology-led change, whereas half state their schools are only somewhat keeping up with this change. Less than 10% of respondents (8.8%) think keeping abreast of technology will be a big challenge for schools in the next three years, with the majority (41%) citing Government legislation as the principal test.

This shows that in an age of austerity, where a central theme of Government legislation seems to be cost related, there is disconnect between Government-led changes and actionable measures to reduce expenditure within the school.

“THERE IS A LACK OF KNOWLEDGE ABOUT SAVINGS IN THIS AREA, DESPITE THERE BEING A PLETHORA OF SOLUTIONS AVAILABLE.”

EXECUTIVE SUMMARY & HIGHLIGHTS

Schools, colleges and universities alike are routinely pressured to scrutinise and reconsider costs without cutting back on crucial elements of functionality. These cost-cutting exercises are being largely focused around the ancillary elements of school processes such as technology and printing, which is where efficiencies can be particularly useful.

MATERIALS & METHODS

WHITE PAPER WHAT TEACHERS THINK

More than half (55%) of the professionals work in secondary schools, with almost a quarter (24%) employed by primary schools and the remaining respondents either work in a college (11.8%), university (5.4%) or in a nursery school (4%). Most professionals (43.1%) work with 12-15 year olds, with a quarter working with 16+ students, 16.2% with nine to 11 year olds and 4.4% with the under fives.

There is a diverse geographical spread of respondents, with almost a third (29.5%) hailing from London or the South East. Of the other regions, the North West (11.2%), East Midlands (10.2%) and South West (10%) were accountable for the highest number of respondents, with the West Midlands (8.6%), Yorkshire and the Humber (7%), East Anglia (6.6%), North East (5.6%), Scotland (4.6%), Wales (3.6%) and Northern Ireland (1.2%) making up the rest.

MATERIALS & METHODS

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The study is based on the responses of 501 people employed across a range of positions within the education system. Almost half (49.7%) of respondents work in a teaching or a ‘student teacher’ capacity, with the remaining professionals made up of Department Heads (30.9%), Headmaster/Headmistresses (5.59%) and other miscellaneous roles (13.8%).

RESULTS

WHITE PAPER WHAT TEACHERS THINK

TECHNOLOGY-LED CHANGE IN SCHOOLS

More than four in ten (41%) respondents believe processes within their schools are keeping up with technology-led change. This is particularly true in London, where 60% of teachers polled said they believed the school, college or university they work for is on trend with the latest developments.

However, half state their schools are only somewhat keeping up with this change, a number which increases substantially in the South West (70%), Wales (66.7%) and Yorkshire and the Humber (65.7%). Head Teachers (64.3%) and Department Heads (39.4%) are most likely to think their establishment is utilising the latest technology.

STANDING OUT FROM THE CROWD

There’s a near 50/50 split across the board in regards to whether technology differentiates one school from another, although a more in-depth look into job roles reveals a more telling picture. Three-quarters of Head Teachers are more likely to agree that the technology in their schools differentiate them from other schools, whereas 56% of teachers disagree.

Almost three-quarters (74.3%) of respondents from Yorkshire and Humberside disagree that technology in their schools makes them stand out from the crowd, and 77.8% of those polled in Wales dispute the notion.

“THREE-QUARTERS OF HEAD TEACHERS ARE MORE LIKELY TO AGREE THAT THE TECHNOLOGY IN THEIR SCHOOLS DIFFERENTIATE THEM FROM OTHER SCHOOLS.”

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RESULTS

IS YOUR SCHOOL KEEPING UP WITH TECHNOLOGY-LED CHANGE?

YES

SOMEWHAT

NO

9%

50%

41%

RESULTS 7

WHITE PAPER WHAT TEACHERS THINK

RESULTS

BYOD IMPACT IN SCHOOLS

Student Teachers are the main demographic that believe Bring-Your-Own-Device (BYOD) will have an impact on their school. Almost half (46.7%) believe BYOD will become a significant element in the teaching environment, compared to under a third (31%) across the board and only 14.2% of Department Heads.

Almost two-thirds (64.3%) of respondents admitted to not using BYOD in the school or never having heard of the term. More than half (54.3%) of teachers said they never used their own devices in school and 17.5% said they’d never heard of the term.

PRINTING AND SECURITY CONCERNS

The most secure education institutions to print in are nursery schools, with more than half (55%) of nursery teachers polled feeling confident about the security of their printing, closely followed by primary schools (53%).

The least secure education institutions to print in are universities, with the same number of people feeling unsure about their printing security as felt secure. In total, most people (44.7%) felt secure in their establishment’s printing output, but 15.4% have no faith in security and almost four in ten (39.9%) believed their printing was only a little secure.

54.3%

17.5%

39.9%

44.7%

28.2%

15.4%

YES

NEVER HEARD OF TERM

A LITTLE

YES

NO

NO

AS A TEACHER, DO YOU BRING-YOUR-OWN-DEVICE?

DO YOU THINK YOUR PRINTING IS SECURE?

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RESULTS 8

WHITE PAPER WHAT TEACHERS THINK

RESULTS

TECHNOLOGICAL IMPROVEMENTS IN THE SCHOOL

Just over a quarter of respondents (26%) don’t believe their schools are making the most of their current printing equipment, with teachers (32.5%) most disgruntled with the current use of technology. Two major improvements which teachers feel would improve their technology in their schools are ‘improved BYOD and mobile working’ (33.3%) and ‘better quality of printing’ (32.9%). London schools (47%) would like ‘better quality of printing’ whereas schools in Northern Ireland (67%) would rather ‘improve BYOD and mobile working’.

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TWO MAJOR IMPROVEMENTS WHICH TEACHERS FEEL WOULD IMPROVE THE TECHNOLOGY IN THEIR SCHOOLS ARE:

IMPROVED BYOD AND MOBILE WORKING

BETTER QUALITY OF PRINTING

33.3%

32.9%

RESULTS

WHITE PAPER

ANDY ROLFE

DEPUTY BURSAR, HEADINGTON SCHOOL

WHAT TEACHERS THINK

RESULTS

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AVERAGE PRINTING VOLUMES

Just over half (56%) of teachers stated that in an average term over 3,000 sheets of paper are printed. Of which, 85% of the overall printing is printed in black and white. London schools print 35% of their printing in colour, which contrasts with the national trend and is starkly different to Northern Ireland, where 100% of printing is done in black and white, the South West (92% black and white) and East Anglia (90.9% black and white).

Almost all (97%) printing is printed on A4 paper in schools. Of those asked, the schools in East Midlands and Northern Ireland only print on A4 paper, with the North West and Wales most likely to print on different paper sizes. Department Heads (5.8%) and Student Teachers (6.7%) print on A3 paper most frequently.

“INSTALLING PAPERCUT HAS ENABLED US TO EXPERIENCE 10% SAVINGS IN WASTAGE AND WE ARE NOW PUTTING 25% LESS PAPER THROUGH THE COPIERS AND PRINTERS. THIS INVESTMENT WAS EXPECTED TO TAKE 3 YEARS TO PAY FOR ITSELF BUT HAS DONE SO IN THE FIRST 12 MONTHS.”

RESULTS

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GAROD BARKER, HEAD OF IT, COLLEGE OF NORTH WEST LONDON

WHAT TEACHERS THINK

RESULTS

COST OF PRINTING

More than a third (35%) of professionals asked are unaware whether the cost of printing is accurately allocated within their schools. Of these, 43% teach in nursery schools, whereas those in universities are more aware (52%).

Of those in secondary schools, 78% currently do not make any money from student printing, compared to 34% of universities, which do make money from student printing. More than three-quarters (78%) of teachers would like to save their students money by maximising their printing efficiency.

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“OUR LONG LASTING RELATIONSHIP WITH KYOCERA HAS BEEN VERY SUCCESSFUL FOR US. WE’RE DELIGHTED WITH THEIR TEAM’S FLEXIBILITY, THEIR ROBUST AND EFFECTIVE PRODUCTS AND HOW SEAMLESSLY THEY INTEGRATE WITH BEST-OF BREED PRINT MANAGEMENT SOFTWARE LIKE PCOUNTER.

“WE’VE MADE CONSIDERABLE COST SAVINGS OVER THE YEARS WITH KYOCERA AND THEY CLEARLY OFFER THE MOST EFFECTIVE SOLUTION TO MEET OUR NEEDS, BOTH NOW AND IN THE FUTURE.”

78%

22%

YES

NOWOULD YOU LIKE TO SAVE YOUR STUDENTS MONEY BY MAXIMISING THEIR PRINTING EFFICIENCY?

SUPPORTING TEACHERS WITH TECHNOLOGY

Almost four in ten (38.5%) respondents believe reducing costs and creating educational collateral are important technological considerations supporting their roles.

Head Teachers are the most vocal about the benefits technology brings in terms of cost cutting and improving collateral, with Student Teachers the least concerned about the impact technology has on these aspects.

RESULTS

WHITE PAPER WHAT TEACHERS THINK

RESULTS

BIOMETRIC AND APP USE IN SCHOOLS

Just over a quarter (27%) of schools currently use biometrics in their schools, with that number increasing to 40% in London.

There is an equal split as to whether schools are using apps or not, with 42% agreeing they do currently use apps in their schools and 42% saying they do not currently use apps in their schools. Of those using the apps, the North East (54%) proves to be the leading region closely followed by London (52%).

CHALLENGES TO COME

Within the next three years, 54% of Head Teachers feel the biggest challenge their schools will face will be Government legislation. Overall, 41% of teaching professionals believe this will be the biggest challenge, with resources (22%) coming in second and class sizes (12.8%) and new technology (8.8%) ranking as key concerns.

Head Teachers are most likely to be concerned about the challenges faced keeping abreast of new technology, particularly in London and Northern Ireland. Colleges and secondary schools are most concerned about keeping up with the latest technology.

41%

22%

12.8%

8.8%

THE TOP FOUR CHALLENGES FACING SCHOOLS IN THE NEXT FIVE YEARS:

Government Legislation

Resources

Class Sizes

New Technology

“WE DID AN EXTENSIVE REVIEW OF THE MARKET AND LIKED KYOCERA’S GREEN CREDENTIALS AND ITS COMPELLING CONSUMABLES PRICING. IT WAS REFRESHING TO REALISE THAT WE DIDN’T HAVE TO REMOVE AND REPLACE A SIGNIFICANT PORTION OF THE MACHINE EACH TIME WE NEEDED TO REPLACE THE TONER. WE ALSO FELT THAT THE KYOCERA MACHINES WERE HEAVY-DUTY – THERE WAS NO QUESTION OF THEM NOT SURVIVING THE RIGOROUS DEMANDS OF SCHOOL LIFE.”

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STEPHEN BACON, IT MANAGER, BISHOP’S STORTFORD COLLEGE

CONCLUSION

WHITE PAPER WHAT TEACHERS THINK

Printing appears to be a rather standardised procedure in British schools, with consistencies seen across the board. Most professionals seem unsure of whether the technology used in their school sets them apart from other teaching establishments, which is particularly true in specific regions such as Yorkshire and the Humber and Wales.

London’s teaching establishments seem to be ahead of the curve in regards to technological advancements. More than half (52%) use apps as part of their printing processes and 38.7% use biometrics, far more than the country-wide norm.

The majority of teaching professionals in the Capital would like to see improved BYOD and mobile working in their workplace, with more than a quarter (26.7%) saying BYOD has already had a significant impact on their school.

New technology remains an important consideration for schools moving into the future. Cost cutting, efficiency and environmental considerations will become more prominent, and we can expect greater awareness of technology to permeate the teaching environment, boosting its place in teacher’s considerations.

CONCLUSION

Technology has had a notable impact on British schools, but there is still a lack of awareness about the cost cutting benefits it brings. By investing in smarter, more efficient technologies, there are many ways in which processes can be altered to be more efficient and cost effective, particularly in regards to ancillary elements of the teaching environment, such as printing, secure printing and print management.

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“TECHNOLOGY HAS HAD A NOTABLE IMPACT ON BRITISH SCHOOLS, BUT THERE IS STILL A LACK OF AWARENESS ABOUT THE COST CUTTING BENEFITS IT BRINGS.”

ABOUT KYOCERA DOCUMENT SOLUTIONS

WHITE PAPER

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WHAT TEACHERS THINK

Elaine Hewitt, National Frameworks Manager, KYOCERA Document Solutions UK Ltd said:

“KYOCERA offers an award-winning range and has been providing services and solutions to the UK’s education sector for the last 25 years. KYOCERA and its partners offer the best possible services and solutions to enable the education sector to achieve their goals for best value procurement and sustainable purchasing decisions. Our ECOSYS technology enables schools, colleges and universities to reduce the environmental impact of printing, while offering excellent print quality and most importantly saving money.”

For more details, visitwww.kyoceraineducation.co.uk

ABOUT KYOCERA DOCUMENT SOLUTIONS

KYOCERA Document Solutions is one of the world’s leading document output management companies. Headquartered in Reading since 1988, KYOCERA Document Solutions UK Ltd is an approved supplier of printers, software and managed services by the National Educational Printer Agreement (NEPA) framework.

“KYOCERA OFFERS AN AWARD-WINNING RANGE AND HAS BEEN PROVIDING SERVICES AND SOLUTIONS TO THE UK’S EDUCATION SECTOR FOR THE LAST 25 YEARS.”