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Impact of Technology-Enhanced Learning on Black Caribbean Students in UK Secondary Schools

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Proposed Plan Of Work

Introduction: Impact of Technology-Enhanced Learning on Black Caribbean Students in UK Secondary Schools

The term technology-enhanced learning (TEL) is used extensively for describing the application of technology to teaching along with the process of learning. It is necessary to understand that technology has developed the quality of education as well. It is also considered to be a broad category that has not been described so far properly. However, this particular technology has been deliberately transforming educational institutions' education beyond the proper recognition.

Apart from that, the Black Caribian (BC) students are found to be suffering from racial discrimination and for that particular reason they have started to demand a learning process that might not affect them mentally. The BC students were from a lower-ability teaching background and that is the reason they need the help of TEL in their learning process.

Barriers on learning for BC students

Figure 1: Barriers on learning for BC students

The drafted figure is clarifying the barriers that the Black Caribbean students have faced regarding learning through technology-based tools (Statista.com, 2020).

In other words, it can be described as a technology that enhances the experience of learning. The particular term will be utilized to describe both analogue and digital technologies. Recently TEL has successfully managed to take over education in a particular form of several software of education. However, its structure, rationale along with a clear analysis of the literature and use of methodologies will define the entire research properly. Occurrence of the ethics and risks will be managed here in this research which will make the entire research effective and relevant. 

Tel Defined

This particular TEL is crucial for many reasons such as it assists in the development of the quality of education. Therefore, the scholars from the schools of England will get effective outcomes by availing TEL education process of the e-learning process. This is specifically true given the fact that the developing prevalence of educational applications and software for teachers has accelerated the service of learning (Aagaard, 2015). The world is significantly stepping ahead of a digital yet technologies world of education where technology is not just a matter of effective resource, still, an essential tool that assists to level up the experience for both educators and students. 

There are multiple reasons that clarify that students need to adopt TEL to enhance their process of education and knowledge. According to Regmi and Jones (2020), e-learning or TEL is a crucial tool that will assist extensively in higher education. Students will be beneficial to know better and new things quite easily. Across the facts forward countries such as the UK, a massive number of educators are using TEL tools such as educational software and e-learning tools.

Students specifically across the UK secondary schools have been found to become more tech-savvy compared to previous times. Therefore, the ease with the scholars navigate technology and at the same time, its level of comfort has been effectively dominated by the technologies such as smart phones. For example, it can be said that during the time of the pandemic, e learning or TEL has played a significant yet effective role to help out students to conceive knowledge properly. As Mahyoob (2020) has stated that despite the disruption in education through the deadly pandemic covid-19, educational institutions that have implemented the TEL have successfully managed to continue the study process. Apart from that, this particular process also has an insightful impact on the kids as this technology is quite attractive and effective as well. 

Aims and objectives

Aim:The aim of this study is to reflect on the impact of technology-enhanced learning on the development of BC students across UK secondary schools and explored the quality of learning.


  • To understand the process of developing education in secondary schools across the UK
  • To determine the ways educators need to use the TEL for proposing education to the BC scholars
  • To evaluate the possible challenges of TEL upon the scholars from the secondary schools of the UK

Research questions

RQ1. How would the process of learning through TEL be defined?

RQ2. What are the ways to use TEL to conduct education?

RQ3. What would be the possible challenges that can come across through the TEL?


The major issue that will be seen here depicts the effectiveness of the technology-based learning process among the scholars of secondary schools in the UK. It will also be noticed that some educators have faced issues while using technology for learning. Despite this particular fact, it will be found that educators and learners that do not use these particular technologies for conducting their process of learning have been lacking in getting precise information. Students that use this technology are the ones to explore more in their process of education (Tupas and Weninger, 2020). It is a costly matter and thus a massive number of students have not successfully managed to pay for getting the new experience of learning. Apart from that, racial discrimination has been seen as well across the secondary schools of the UK. However, these kinds of structural factors alone, may not be accountable for the BC learners' poor outcomes of academic aspects. 

It will be an effective issue a racism has effectively put a massive impact on the learning process of BC students. They have not provided any sort of technological tools that will ease their learning process. The British Educational System has not shown any sort of effective concern regarding the providence of TEL or e learning to BC students. This inappropriate avoidance from the supreme authorities has developed issues regarding the TEL for BC students from secondary schools in the UK. 

It will be an issue in the modern era as the education process has been developing consistently and the students that are not well recognized in technology-based studies will stay backwards. The failures of the Black Caribbean students have a particular historical root that denotes that few BC students were well disciplined through teachers that felt threatened by BC students (Alioon and Delialio?lu, 2017). While the lay claims to the perception of the teacher it will be managed to be attributed to socializing the racist approaches.

Literature Review

Pedagogy and TEL

The technology-enhanced learning process is required for creating opportunities and enhancing the effectiveness of existing learning processes and opportunities. Technology-based learning helps to achieve effective knowledge and information in BC learners in England. As mentioned by Williams, (2020), the addition of Twitter through social media learning is imp]aortnt for gaining knowledge from individuals that help to increase educational and informational resources through sharing. Social also can be an effective digital tool utilised by students to increase their learning skills and experiences. As per the suggestion of Viberg et al. (2019), the integration of digital technologies within higher learning processes is essential to acquire the best support from the teachers and they are supposed to be the designers of the technology-enhanced learning approach. It is required for the achievement o academic success through an effective learning process. 

Relkation of SRL and SDL

Figure 2: Relkation of SRL and SDL

Different kinds of technology-enhanced learning and techniques are the driving force of development pedagogical expenses. The significance of pedagogy is relating to the reinforcement learning artefacts, however, develops the requirements of a high pedagogical approach. As mentioned by Hammad et al. (2020), a self-regulated learning approach is essential for acquiring despite e learning; diverse difficulties involve disorientation face learning and cognitive overloading that is required for understanding the web learning perspectives. Self-directed learning helps to understand the difficulties and helps to develop processes for mitigating the difficulties with the utilisation of effective technological approaches during learning. The Technology Acceptance Model can be utilised for developing self-regulated and self-directed learning approaches within schools in England. SRL and SDL learning processes can merged and utilised for getting a better understanding of the learning activities. 

Critical Pedagogy (CP) for active learning processes is required for the development of female learners for taking an active learning approach in EFL Iranian learning process. However, this learning process is not statistically significant. this learning approach involves the feedback-giving process to the students and affects the engagement motivational factors for increasing the encouragement of the students. As per the suggestion of Mousavi and Ketabi (2021), critical pedagogy involves the association of transformative educational practices in enabling and empowering learners for the advantage of enhancing students' voices. This research involves the effectiveness of critical pedagogy intervention on the evolution of "Iranian female EFL learners" for the enhancement of their class participation and voice. It helps to provide knowledge focusing on the space of form, reform, transform and deform knowledge across the world. 

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Technology-enhanced learning and culture comprise a cyclical relationship among students. Hence, technological development is responsible for acquiring the activity based on the desires and requirements of students. Technology and culture are greatly influencing each other, however, cultural changes and developments are responsible for technological development. As per the suggestion of Wang and Chen (2020), a technology-enhanced learning strategy is contributing to the association of highlighting learning resources as well as exploring cultural knowledge. As mentioned by Shadiev and Yang, (2020), research and teaching communities are utilising technology and digital learning approaches for increasing their efficiency for plannings and designing perspectives of language learning as well as teaching activities related to technological advancements. 

Blended Learning Environment

Figure3: Blended Learning Environment

The above figure is informing about the thoughtful integration and harmonious balance between online components and face-to-face learning approaches. The design blending process of learning critically involves a great deal of effective forethought and planning. As mentioned by Serrano et al. (2019), the face-to-face learning approach is associated with the blending process of asynchronous and synchronous online approaches. This learning process is positively affecting the overarching learning approach for almost all of the courses and it is specially developing for self-motivated learners. It is responsible for increasing their learning involvement period and helps to increase their learning quality. The cognitive theory of learning can help increase the encouragement and engagement of students in blended learning environments. This approach is develop for increasing awareness of the learners about their face-to-face learning approaches and helps to implement specific factors effectively to promote higher learning perspectives. 

Technological advancements are helpful for the development of customised learning processes for the students and improvement of their personalised learning as well as increase their productivity. As per the suggestion of Kim, (2020), digital technologies bring cultural learning with language and include cultural-historical activity theory (CHAT) for developing the vision of human development and language learning perspectives. Language learning can engage students across the world and is responsible for fostering compassion and understanding across political and social divides. However, it can be helpful for the development of the research and learning pedagogy on a satisfactory account of culture and language. As mentioned by Susanto et al. (2020), the digitalisation era of the industrial revolution 4.0 emphasises the necessity of digital literacy expansion for improving learning outcomes in different three domains of skills, knowledge and attitudes. This informs that the Pedagogical model and Technological models are key factors and learning measurements are required for achievements in education. 

The Educational Experiences of Black Caribbean students in England

The above figure is informing about the school and learning experiences of mixed white and black Caribbean children in high schools in England. There is underachievement of Balck Carribean students in a wider range and reviews the suggestions of teacher’s institutional racism and lowest expectations. As per the suggestion of Lewis and Demie (2019), the mixed-race population is achieving the national average group of lowest-performing mixed-race children in the country. Thoughts of parents, teachers and people suggest various reasons for two London secondary schools the reason mixed white and black Caribbean pupils can develop the lowest performances continuously in the country. This reason is aminly7 affecting the future development process of the learners and affects their knowledge development process. 

The disproportioned exclusion of "Black Caribbean" pupils has accumulated awareness among parents and policymakers. However, this research has essayed to comprehend the reasons behind overrepresentation. As per the observation of Demie, (2021), the reason for the development of disproportioned exclusions is the meaning of discrimination in schools, "teachers’ low expectations and institutional racism", "lack of diversity in the school workforce including teachers", "educational psychologists and SENCos", and "lack of effective training of staff on multicultural education", race and diversity problems. The "Technology Acceptance Model" and "Cognitive theory of learning" can be effective for secondary school black and white Caribbean students in England.

Advantages of Technology enhanced learning

Technology-enhanced learning is important for increasing the efficiency of learning and it is advantageous for developing the perspectives of their knowledge and skills. Technological advantages are useful for easily acquiring knowledge and developing effective learning for increasing their future facilities. As per the observation of Bradbury et al. (2022), TEL is an essential feature of the schools for the addition of learning value and supporting the learning perspective and boosting students collaboration. This learning approach helps create a connection between students and their future. As per the suggestion of Arday, (2021), the TEL learning perspective is transforming students from passive to active learners as well as allows enriching and profound linguistic immersion. The utilisation of the "Technology Acceptance Model" helps increase the technological applications within the secondary schools of England for increasing the learning perspective of Black Caribbean students. As per the observation of Rahming, (2019), student's engagement with the association of visual and auditory programmes is helpful for the students and it helps to increase their willingness to acquire knowledge and increase exploring learning approaches. 

Literature Gap

Technology-enhanced learning processes involve the development of encouragement and e engagement of the students through utilising technology-based learning tools. As per the observation of Bradbury et al. (2022), this research has limitations with the utilisation of explored issues and racism problems for the students. This research has not included the authentic databases on technology-based learning tools and utilisations that are influencing negatively the research. This research requires further data collection on Black Caribbean students in England and needs to develop research that is more authentic.

Research Method

 This research will be conducted by utilising an interpretive paradigm and case study as a research strategy. The case study will include the experience of TEL that enabled the exploration of identical phenomena in a relevant context. As researched by Yin (2003), data sources will be dairy of the interview that helps to ensure issues and opportunities regarding TEL based on perspectives of BC learners in secondary schools in England. However, this interview leads to delivering a variety of viewpoints regarding phenomena that assert a further case study and facilitates exploring individuals in the organisation. As observed by Benoliel (1996), case studies have to be included relationships between teachers, and students, the intervention of teaching practice, the TEL program as well as implicit forms concerning the subsequent reconstruction of specific phenomena based on a research topic. The application of a case study regarding BC learners and their learning experience will help to analyse significant aspects and relevant factors in this research process with consideration of the interpretive paradigm. As argued by Baxter et al. (2008), the interpretivism paradigm is concerned with the use of qualitative research methods that will contribute to developing an understanding of social interaction. The assumption developed will be based on reality concerning consciousness, shared meaning, language and instruction relevant to social construction and interaction.

Qualitative measures of this case study-based research method will include an exploration of experiences regarding the Teacher's approach, TEL and students' involvement. Research design with exploration will increase several questionnaires regarding why and how without manipulating behaviour that is concerned with covering contextual information with clear boundaries. The research method based on a case study will be emphasised to collect subjective data regarding the teaching approach TEL and real-life environments that contribute to developing unique features to develop a contextual insight relevant to the advantages and disadvantages of TEL in the learning process. Moreover, the Fundamental approach will include a constructivist paradigm that is related to truth and conditional perspectives. As studied by Stake (1995), the constructivist paradigm will be acknowledged human concepts, and their subjective nature avoiding rejection of a nation that is relevant to contracting social interaction-related understanding based on reality. This paradigm plays a crucial role in encouraging collaboration among participants for a better action plan that will facilitate to reach of empirical findings with the qualitative research method. 

Data Collection Method

Data collection process will be conducted by adopting diaries and semi-structured interviews for gathering qualitative data. As opined by Creswell& Creswell (2018), a combination of both namely diaries and semi-structured interviews will be contributed anticipated richness of information by addressing the research question. 


Dairy will deliver a free-flow section with comments and reflections from participants regarding issues of the lesson and insufficient enrichments of in-depth concepts of each context during the learning process based on the experience of learners. As researched by Rienties and Jones (2019), the diary is enabled to gather contradiction and confirmation of findings based on multiple viewpoints that include information r of each week's school experience and verbal guidance from teachers. This diary session will conduct for five weeks to allow for the examination of initial findings and conducting of interviews. Feedback from the diary session with structured with several interview questions with responses regarding "1- very useful, 2- useful, 3- neither, 4-not useful, 5- not useful" for anticipating the free text data collection process. This dairy session for the data collection method will encourage the effectiveness of the research process by developing an understanding regarding viewpoints and feelings of the TEL learning process of BC students. 

Semi- Structured Interviews

Semi- Structured Interviews in this case study research regarding TEL experience will help to explore the experienced and thinking of participants and BC learners concerning individual ways. This qualitative research will conduct through structuring interview questioners and standardising interviews and allow respondents to share their individual perspectives regarding issues and opportunities of TEL in the learning process. As opined by Dunne et al. (2005), conducting interviews for data collection is concerned with an exploratory study that helps to develop an understanding of the research topic significantly.

Data Analysis

This data analysis process will conduct by adopting the "exploratory qualitative data analysis method" that is specific and ignore predetermined code categories. Qualitative data will include issues, similarities, and differences of relatives topic namely TEL experience based on collected information that will consider with developments of thematic ideas. This data analysis process will contribute to comparing and examining each aspect based on collected qualitative data through diaries and semi-structured interviews as well as descriptive statics. This data analysis process will use frequency distribution Tables based on present data with limited information relevant to the aims, objectives and this research topic. As researched by Tellis (1997), descriptive data, figures, and graphs based on qualitative data will be contributed to support empirical findings with the application of qualitative coding. A sense of holism has to be maintained to generalise and analysed interview responses in this research by avoiding fragmenting data and maintaining synergy. Avoiding bias and attempting aware of preconceptions will lead to maintaining the ethical standards of this research project effectively.

The Sample and Setting

The sample of this research project will be structured with the participation of three teachers and "seventeen Key Stage 4 BC students" by national statics, DfE, and pupils' characterises in the year 2021. Avoiding consumption of extraneous time and self-defecting aspects is mainly concerned with this sampling method that will be followed for conducting this research. Sampling large-scale data might make difficulties in capturing unique features, and developing insights regarding actual context. As cited by Corti (1993), insufficiency in being scientific in data generalisation can be measured by a population of a research method. The population of data is important for a dispute case study and for developing indent understanding within a constrained time frame. The sampling method will follow the "Non-probability sampling technique" and "purposive sampling method" for investigating the cultural domain in data collection and data analysing process that helps to manage large-scale data set effectively. This research will magnify collected information to ensure data reliability concerning the testing of a wide range of information based on the viewpoints of learners and teachers about TEL.

Pilot Study

 Quality assurance in the pilot study will conduct with the participation of four teachers' and students' perspectives of this school and information of reference points. As cited by Schade (2015), quality assurance will help to test and measure data variability of the entire research method for improving the proposal and research project effectively. 


This report is concerned with a discussion regarding the experiences and voices of BC students and TEL activities in the learning process. Especially, the Utilisation of TEL activities in the learning program of BC students focus on increasing involvement and motivating the performance of students. This activity helps to minimise educational gaps and improve knowledge development and the learning process effectively. This research aims to examine the importance of TEL and its impacts on recent shifting TEL circumstances in secondary schools in England during the COVID-19 pandemic situation. TEL is used for developing a better understanding during the learning process that can be analysed through conducting research through collecting responses from teachers and BC learners of secondary school. Adopting a creative research process concerning diaries and semi-structured interviews, as well as novel narrative information, will contribute to reaching a finding by developing an effective structure.

Ethics and Risks

The policy of research ethics will successfully determine the particular standards of ethical factors. Risk assessment has been successfully undertaken here in this research. The associate parties such as the school authorities will effectively assist the researchers to access the actual need of this particular research (Aspers and Corte, 2019). An informed successfully provides a vulnerable participant and that too with clear information regarding the rights of the research. Enabling the researchers to inform effective decisions regarding individual involvement has been successfully anticipated in this research.

Along with that, the data that will be used in this research will be properly secured and no data breaching will be seen in the research. For this particular reason, the Data protection act will be implemented so that no such error or harm can take place in terms of breaching the data. Researchers will be mindful enough regarding these ethical standards as the school authority has set. An integral role of the British Educational Research Association will be noticed in a research that will assist the research to maintain all the ethical standards. 

Data and information will be collected from authentic sources such as Google Scholar and PubMed that will also deliberately propose key findings to the research as well. Apart from that, relevant information regarding the mentioned topic will also be notified in the research. No such biased decisions will be taken while developing the research. Apart from that, the research will also not signify any particular individual that gets harmed. Participants here will be surely informed for sharing only the data that are anonymized. Each participant has been given a free approach so that the participants can freely perform in the research. Physical distress, emotional upset and other likely factors will be made free so that the research is enhanced.


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