Use of Learning Platforms for Teaching and Collaboration in Schools

Duration: February 2022 – September 2022
Status: Completed
Educational Level: Primary Level, Lower Secondary Level
Topic: Digital Tools
Keywords: Learning Platforms

Initial Situation

During the phases of remote teaching, digital platforms became increasingly popular in schools. These platforms offer far more than just communication tools: they enable personalised delivery of learning materials, collaborative work, individual support, and the integration of educational apps. In doing so, they support teaching approaches that promote autonomy, creativity, and cooperation, while also expanding exchange within and beyond the school community. Thus, platforms may contribute to the development of a culture of digitality. However, despite their growing prevalence, it remains unclear how schools actually harness this potential—particularly in face-to-face teaching, in-school collaboration, and communication with parents. There is a lack of evidence-based understanding of how platforms are used in everyday school life and which pedagogical concepts they support or shape.

Objectives

The project pursued an exploratory and qualitative objective: to identify various forms of learning platform use in schools and to develop a better understanding of their role in teaching and daily school practice.

Method

In a preliminary study, experts from administration, education, and platform providers were interviewed to gain a basic understanding of usage patterns and framework conditions. Subsequently, six schools with intensive platform use and differing pedagogical profiles were selected for case studies. These included classroom observations, teacher shadowing, and focus group interviews with teachers, ICT coordinators, and school leaders. The schools were mainly at the lower secondary level in various German-speaking Swiss cantons. The aim was to identify different usage profiles and their integration into teaching and school culture.

Results

The schools studied had standardised infrastructures and individual devices for all pupils. Data protection was deliberately addressed. Platform use had usually begun before the pandemic but intensified afterwards. Platforms mainly served as digital repositories, electronic whiteboards, and task managers. Teaching incorporated elements of self-directed learning, with platforms facilitating its organisation. Pupils often preferred analogue work but appreciated the digital availability of materials. Teachers emphasised maintaining a balance between digital and analogue methods. Platforms strengthened staff collaboration, though the degree of commitment varied. Despite their seemingly neutral nature, platforms influence teaching through their inherent logics (e.g., standardisation, efficiency, control). Depending on the platform (Escola, OneNote, Google Classroom), different socio-technical dynamics emerged. Platforms also reshaped teacher collaboration by fostering division of labour and standardisation.

Implemented Translation

The results were discussed in an online workshop with participating experts and school representatives. To support practical use, the project made its findings available as Open Educational Resources under a Creative Commons licence. The exploratory approach also provided starting points for further research.
The study shows that teachers do not passively adopt digital platforms, but actively adapt them to align with their pedagogical values. This helps schools understand that the introduction of technology is a co productive process shaped by the educators’ pedagogical beliefs. The study emphasises that successful digitalisation must be guided by clear educational goals, not by technology itself. Teachers retain control over their practice when they use platforms purposefully to serve their pedagogical intentions.

Participating Institutions