A new report from the Organisation for Economic Co-operation and Development (OECD), an international group that studies education, the economy and social policy, finds that computers, apps and online tools can improve learning, but only when teachers know how to use them properly and fit them into lessons.

Giving students technology on its own doesn’t raise results. What matters is how teachers use it to explain ideas, give feedback and keep students interested.

The report looked at research from many countries on digital learning. It found that tools like coding programs, games, videos and artificial intelligence can all help, but only when combined with good teaching.

For example, simple block-based coding tools like Scratch help young learners understand logic and problem-solving. Older students can move to text-based languages like Python, but they need careful guidance so they don’t get overwhelmed.

Making digital stories, videos or podcasts can also improve reading, writing and teamwork, especially for pupils who don’t have many learning resources at home. But these tools work best when teachers keep lessons focused and avoid distractions from social media.

Games and virtual simulations can make subjects like maths or science more exciting. They can boost creativity and problem-solving, but schools need clear goals and enough support for teachers to use them well.

Virtual reality and similar tools give students safe, hands-on ways to explore new ideas, but they are often expensive and can be difficult to manage in class.

Artificial intelligence can help teachers track progress, mark work and spot when a student is struggling. Still, it only works if schools have good internet access, proper training and clear rules to protect students’ data.

The OECD’s main message is clear: technology doesn’t teach, teachers do. Without proper training and planning, digital tools add little value. To get real benefits, schools need to invest in teachers, not just in gadgets.

In short, technology can support learning, but it can’t replace good teaching.