This is the second article in a two-part series based on a new book by Professor Barnaby Lenon CBE, Dean of Education at the University of Buckingham, and Tracey Smith. The first article explored hard work, high expectations and direct instruction. This second article focuses on 21st century skills, technology in classrooms, and the role of textbooks.
To review the first-part of this series, click here.
So-called “21st Century Skills”
Key takeaway: All good schools teach these skills — and they should be taught through subjects.
Some argue that schools should move away from traditional subjects and focus instead on generic skills such as communication or problem solving. However, research shows that these skills are largely subject-specific, depend on deep knowledge, and are often better described as character traits rather than skills. While some genuinely modern skills exist — such as navigating the internet intelligently and understanding the benefits and risks of AI — they are best taught through subject disciplines.
Do computer-based lessons improve learning?
Key takeaway: Get to know a few digital tools well and use them regularly to good effect.
Research suggests that computer-based learning is not inherently more effective than traditional classroom teaching. Experiences during the Covid-19 pandemic highlighted issues with concentration, distraction and social isolation. While some schools have improved outcomes by limiting screen use, technology can be powerful when used well — for example through multimedia, global connections, and tools such as Google Earth or AI. The key is selective, purposeful use.
Textbooks
Key takeaway: Libraries and textbooks should be regarded as vital resources in all schools.
International comparisons show that English pupils are far less likely to be issued textbooks than pupils in East Asia. While worksheets offer flexibility, textbooks provide structure, continuity, support for revision, and reduce teacher workload. High-quality textbooks have historically shaped curricula and remain essential for deep, lasting learning.
About the Authors
Professor Barnaby Lenon CBE
Professor Lenon has taught in and led some of the UK’s leading schools, including Eton, Highgate and Harrow. He later helped establish the London Academy of Excellence in East London, one of the country’s most successful state sixth form academies. He is now Dean of Education at the University of Buckingham, focusing on high-quality teacher training.
Tracey Smith
Tracey Smith has taught in a range of primary schools in Oxfordshire and served as Headteacher and Executive Headteacher. She later became Head of Primary Teacher Training at the University of Buckingham and continues to work in teacher training and supervision.
Interested in internationally recognised teacher training?
The University of Buckingham’s Faculty of Education supports over 1,300 teachers and school leaders worldwide each year and is consistently recognised for teaching quality, student support and investment in learning resources.
Buckingham International School of Education (BISE) is the Asia partner of the University of Buckingham’s Faculty of Education. Through BISE, teachers can study for PGCE, International Qualified Teacher Status (iQTS) and a range of Master’s programmes — all delivered online, part-time, and designed to fit around full-time teaching.
Visit www.bise.org to learn more.