Essential Tech Tools Every FE Teacher Should Know About

Introduction

The Further Education (FE) sector has undergone a significant digital transformation over the past decade. While the COVID-19 pandemic accelerated the adoption of digital technologies, it also revealed substantial inequalities in digital access and digital literacy (Jisc, 2020). Today, FE teachers are expected not only to teach their subject knowledge but also to integrate digital tools effectively to enhance learner engagement, support diverse needs, and develop employability skills. However, with the proliferation of technologies available, it can be difficult for teachers to identify which tools are truly essential. This article critically examines key digital tools that FE teachers should consider, reflecting on their advantages and limitations.

Virtual Learning Environments (VLEs)

A Virtual Learning Environment (VLE) such as Moodle, Canvas, or Google Classroom is now a cornerstone of effective teaching practice in FE (Salmon, 2020). VLEs provide a structured space where teachers can share resources, set assignments, provide feedback, and facilitate discussion. Critically, they also offer asynchronous learning opportunities, allowing students to engage at their own pace.

However, research by Compton and Almpanis (2022) highlights that over-reliance on VLEs can encourage passive learning if content is merely uploaded without careful instructional design. To maximise impact, FE teachers must actively design learning activities within the VLE, ensuring they are interactive and aligned to clear learning outcomes.

Formative Assessment Tools

Formative assessment is vital for understanding student progress, yet traditional methods can be time-consuming. Digital tools such as Kahoot!, Mentimeter, and Quizizz offer quick, engaging ways to check understanding during sessions. Studies suggest that game-based platforms such as Kahoot! can significantly increase student motivation and participation (Licorish et al., 2018).

Nonetheless, while such tools are effective for knowledge recall, they may not fully capture deeper learning. Therefore, teachers should use them judiciously, integrating them alongside more reflective assessment methods, such as open-ended discussions or portfolio work (Black and Wiliam, 2009).

Collaboration and Communication Platforms

Effective collaboration is a core employability skill. Platforms like Padlet, Microsoft Teams, and Jamboard enable students to co-create knowledge, share ideas, and work on group projects remotely. These tools are particularly valuable in promoting active learning and peer support, crucial in post-pandemic FE settings (Phipps, 2021).

Yet, digital collaboration is not without challenges. Some learners may struggle with technical issues or feel excluded if they lack digital confidence. As Beetham and Sharpe (2013) argue, digital competence must be actively supported through scaffolding and explicit teaching of online collaboration norms.

Content Creation Tools

Today's FE learners are not just consumers of information but are increasingly expected to create digital content themselves. Tools such as Canva, Adobe Spark, and Powtoon empower learners to design presentations, infographics, and videos, enhancing their creativity and communication skills.

From a critical standpoint, while these tools offer opportunities for differentiation and engagement, they can also inadvertently privilege students with stronger digital skills (Passey, 2021). Teachers should, therefore, offer structured support and alternative options to ensure equitable access.

Accessibility and Inclusion Tools

An inclusive digital environment is essential for FE, where learners may have a wide range of additional needs. Tools such as Microsoft Immersive Reader, Read&Write by Texthelp, and speech-to-text software like Otter.ai can help remove barriers to learning.

According to Seale (2014), inclusive technology must go beyond simply providing 'special' tools; it should be about designing environments that are accessible for all from the outset. Teachers should integrate accessibility features into everyday teaching practice, rather than seeing them as add-ons.

Critical Reflections on Technology Use

While technology can transform learning, it is important to adopt a critical stance. Technology is not a panacea; poorly chosen or poorly implemented tools can hinder rather than help learning (Selwyn, 2016). FE teachers must continually ask: Does this tool genuinely enhance learning? Is it inclusive? Does it promote active engagement rather than passive consumption?

Moreover, the digital divide remains a pressing concern. Jisc's (2020) Digital Experience Insights Survey found that while most students had access to a smartphone, fewer had access to a reliable laptop or high-speed internet, disproportionately affecting disadvantaged learners.

Thus, professional development in digital pedagogy is essential. FE teachers must be supported not just in technical skills but also in critically evaluating when and how technology adds educational value.

Conclusion

Technology offers exciting opportunities to reimagine teaching and learning in the FE and skills sector. However, it must be used thoughtfully, inclusively, and critically. Essential tools such as VLEs, formative assessment platforms, collaboration spaces, content creation applications, and accessibility aids can all play a significant role. Yet the ultimate focus must remain on pedagogy, not technology for its own sake. As we continue to move forward in a digital age, the FE sector must ensure that technology enhances, rather than detracts from, the human connection at the heart of education.

References

• Beetham, H. and Sharpe, R. (2013) Rethinking Pedagogy for a Digital Age: Designing for 21st Century Learning. 2nd edn. London: Routledge.

• Black, P. and Wiliam, D. (2009) ‘Developing the theory of formative assessment’, Educational Assessment, Evaluation and Accountability, 21(1), pp. 5–31.

• Compton, M. and Almpanis, T. (2022) Developing Blended Learning Communities in Higher Education. London: Routledge.

• Jisc (2020) Digital Experience Insights Survey 2020: Findings from Students in UK Further and Higher Education. Available at: https://www.jisc.ac.uk (Accessed: 25 April 2025).

• Licorish, S.A., Owen, H.E., Daniel, B. and George, J.L. (2018) ‘Students’ perception of Kahoot!’s influence on teaching and learning’, Research and Practice in Technology Enhanced Learning, 13(9).

• Passey, D. (2021) Digital Agency and Empowerment: Designing Digital Tools for Education. London: Springer.

• Phipps, L. (2021) ‘Learning collaboratively online: Challenges and opportunities’, Journal of Learning Development in Higher Education, 20.

• Salmon, G. (2020) E-tivities: The Key to Active Online Learning. 2nd edn. London: Routledge.

• Seale, J. (2014) E-Learning and Disability in Higher Education: Accessibility Research and Practice. 2nd edn. London: Routledge.

• Selwyn, N. (2016) Education and Technology: Key Issues and Debates. 2nd edn. London: Bloomsbury.