How (post)digital are schools?

This project explored from a postdigital perspective the extent to which schools are implementing and integrating digital practices. Based on interviews with staff in two multi-academy trusts (MATs) in south-east England, we found that more space is needed in the curriculum to work closely with stakeholders to ensure students are prepared for the future. We also found that digital inequalities are perceived to be increasing the disadvantage gap; that professional learning needs to focus more on improving teachers’ digital literacy; and that the current secondary computer science curriculum is considered not to be fit for purpose. We also suggest that schools were more postdigital in approach than we anticipated (or they realise) and that, if supported, this could help prepare them and their students for the future.