Benefits of using tablets in the primary classroom

Jacqueline Martin
Jacqueline Martin
A teacher sat with students at a table, the students are using tablets.

Reading time: 5 minutes

Interactive whiteboards, PCs and laptops are common in many schools worldwide, but have you ever considered using tablets in your young learners' classes? 

Tablets can be used for many things. Online research, watching and creating videos, playing games, and digital storytelling are just a few examples. Of course, there's also the added environmental benefit of going paper-free.

In this post, we're going to explore some of the reasons why using tablets can be beneficial in the young learner's classroom and what to consider before you do so.

What are the benefits of using tablets in class?

1. Facilitating engagement

With good direction from the teacher, tablets can emulate natural social interaction and interactivity. They can also offer problem-solving activities, set achievable goals and provide instant feedback.

Moreover, when young learners are truly engaged in an activity, it may be perceived as effortless - and they learn and use their second language (L2) without even realizing it. 

2. Introducing authenticity and autonomy

In terms of content, tablets allow us to bring the real world into the classroom at the tap of a screen. We can provide learners with authentic materials via level-and-age-appropriate videos and real-life communication. As well as interaction with other teachers and learners through teams or by using a secure app such as Stars private messaging. 

Tablets also promote learner autonomy. They are easy to use, allowing us to take a step back and let our students work at their own pace, being on stand-by as a facilitator when students require help or a little push in the right direction.

3. Promoting creativity, communication and inclusion

Nearly all tablets have a webcam and voice recorder, which means that learner-generated content can be created easily - even without dedicated software. 

You can have your students make their own vlogs (video diaries), ebooks, comics, cartoons and movie trailers. All you need to do is to install apps such as Book Creator or this series of apps specifically designed for very young learners from Duck Duck Moose. While these apps have been created for 'fluent-speaker' classrooms, they can easily be adapted to an ELT context.

Tablets also promote communication. This can help improve students' L2 oral skills at any level, when the teacher is there to support and guide them.

One of the greatest advantages of a tablet as opposed to a computer is that anyone can use one and they are much more portable. 

For students with special educational needs, tablets can be an essential learning tool and they can also be used by students with low-level motor skills, such as very young learners. Similarly, tablets can work really well with multi-level classes, as they allow you to offer differentiated materials, activities and support where necessary.

4. Enabling online assessment 

Tablets can also facilitate interactive online exams or help measure progress. Tests such as 'English Benchmark - Young Learners' are designed with primary learners in mind, to be taken anytime, anywhere. Its game-like format engages students and takes the fear out of being assessed. It also provides instant feedback to the teacher with informative reports and advice for future study. 

5. Building relationships with caregivers

Finally, as with any online content, tablets allow you to connect with our learners outside the classroom. You can quickly send links to classwork and feedback to the children's caregivers, fostering a positive relationship and a greater interest in their child's progress and learning. 

Tips for using tablets in class

Before implementing the use of tablets in your classroom, there are some things you should consider. Here are some useful tips that will help you gain the maximum benefit from tablets.

Usability:

  • Decide what you are going to use the tablets for and when. Are you going to allow students to use the tablets for all parts of the lesson or only for specific activities? This may depend on the number of tablets you have available.
  • Use technology to improve an activity or design new activities that would not be possible without the tech, rather than using it to carry on as normal. Think about when a tablet will help learners do something they wouldn't be able to do without one, e.g., make a video or create and share a piece of writing with the whole class.
  • Think about using tablets for creation rather than consumption. Your students can (and probably do) spend a fair amount of time consuming videos in their free time. Whether they do this in English or not is another story, but in the classroom, students should use the language as much as possible (see the next point).
  • Use the tablets for collaborative tasks that require social interaction and communication. It's unlikely that you will have one tablet per student. Make the most of this limitation by having students work in pairs or small groups. Students can use their own devices individually outside the classroom.
  • Try to incorporate tablets into regular classroom activities and interactions. Avoid making them a "reward" or just for "games". Even if games are part of your planned tablet usage, make it clear that students are playing them in order to learn English. Encourage students to think of the tablet as a tool to help them on their learning journey.

General tips

  • Try out any apps or widgets before asking students to use them. If necessary, make or find a step-by-step tutorial to help students use an app. There's nothing worse than having a class of twenty-five students all raising their hands at the same time because they don't know where to start.
  • Have clear rules and guidelines for tablet use. Educate students about using the equipment responsibly. Do this before you hand out tablets the first time.
  • Provide students and parents with a list of recommended apps to continue their home learning. Whether you have a class set of tablets or are using BYOD (Bring Your Own Device), many students will have access to a tablet or mobile phone at home, which they can use for further practice. Students will likely be motivated to continue playing games at home and may wish to show their parents and friends any content they've created in class.

Practicalities

  • Consider the hardware and technical requirements. Do you need a Wi-Fi connection? How many devices will you have? Which apps and programs do you want to use? 
  • Ensure the features and apps you plan to use suit the age group you're teaching. Do some research, and if possible, choose apps designed for educators, avoiding freebie apps that may contain advertising. Block any websites you think unsuitable and install a search engine with child-friendly filters.
  • Set the language of the devices to English. Even if your students are very young, they'll pick up useful language and will be more inclined to use English as they are using the tablet.
  • Decide where you will keep the tablets and how they will be maintained. How often and where will they be charged? 
  • Think about how you can flexibly set up your classroom to incorporate collaborative tablet use. Move tables together to make group work easier. Create workstations or even have cushions or bean bags in a corner of the classroom.

Using tablets to assess student progress with Benchmark

With the right software, tablets can allow us to conduct formative assessments through immediate feedback and learning analytics. 

We have developed our own English-language test for children aged 6 to 13 in an app designed specifically for tablet use. This fun, game-like test is highly motivating and assesses all four skills in a relaxed environment, removing the stress of traditional exams. It also allows you to see where each learner needs more improvement, providing recommendations on what to teach next and suggested activities in selected Pearson courseware.

Find out more information about the English Benchmark test.

Check out our primary English courses and tests

More blogs from Pearson

  • Students studying together at a table
    What students wish they’d done earlier when planning to study in the USA
    By Abi Fordham
    Reading time: 2 minutes

    If you spend enough time reading student forums, Reddit threads or comment sections about studying in the USA, you begin to notice a pattern.

    There’s plenty of advice about what students should do next. But much less about what they wish they’d done earlier.

    Those reflections usually appear later in the process, after applications have been submitted or deadlines have passed. Often, they come with a sense of hindsight: “I wish I’d known this sooner.”

    For students still early in the process, planning ahead can make everything feel far more manageable – and these tips are here to help.

    Starting earlier helps more than you think

    One of the most common reflections from students is that they waited until something felt urgent.

    Until a deadline appeared. Until a university responded. Until friends started applying.

    By that point, the process often felt rushed and stressful.

    Students who started earlier didn’t necessarily have everything figured out. In many cases, they simply gave themselves more time to think clearly, explore options and make decisions without pressure.

    Starting early doesn’t mean completing everything immediately. It simply means beginning before the process becomes overwhelming.

    Many students don’t realize how much flexibility they have

    Many students assume there is only one way to complete each step of the study abroad process. One test format. One timeline. One fixed path.

    In reality, there are now more flexible options available to students applying to universities in the USA.

    For example, some English language tests can now be taken from home, making it easier for students to fit preparation and testing around school, work or other commitments. This can reduce travel time, scheduling difficulties and unnecessary stress earlier in the application journey.

    Having more flexibility often helps students feel more in control of the process overall.

    Comparing timelines usually creates more stress

    This is something that comes up constantly in student discussions online.

    One student already has an offer. Another has booked their English test. Someone else is still deciding where to apply.

    It’s easy to feel behind, even when you’re not.

    What many students realize later is that study abroad timelines are rarely comparable. Different universities, application requirements, intake dates and personal circumstances all affect how long the process takes.

    The students who felt most confident were usually the ones focused on their own next step rather than someone else’s progress.

    Small steps create momentum

    Another common theme in student reflections is the importance of momentum.

    Not huge achievements. Just consistent progress.

    Researching universities. Booking a test. Submitting one document. Sending one email.

    Small actions help the process feel more realistic and manageable. Over time, they build confidence and make studying abroad feel achievable rather than distant.

    Confidence often comes later than expected

    Many students spend the early stages of the process questioning themselves.

    Am I choosing the right university?
    Am I applying at the right time?
    Am I making the right decisions?

    Later, many reflect that they were more prepared than they initially believed.

    The process itself teaches students how to make decisions, adapt to uncertainty and move forward even without having every answer immediately.

    Waiting until you feel completely ready can sometimes unnecessarily delay progress.

    Final thoughts

    Planning to study in the USA is a major decision, and it’s normal for the process to feel uncertain at times. But many students later realise that starting earlier, staying focused on manageable steps and avoiding unnecessary comparison made the experience much easier.

    You do not need to have everything figured out straight away. Often, the most helpful thing is simply beginning.

  • Two women outside studying and smiling
    How to keep students motivated during intensive summer English courses
    By Richard Cleeve
    Reading time: 5 minutes

    Intensive summer English courses can be exciting, fast-paced and highly rewarding for both learners and teachers. Adult learners and teens often arrive motivated and enthusiastic, ready to improve their English skills quickly. However, it can be challenging to maintain student engagement over long study hours during the summer months.

    With warm weather, holidays and distractions competing for students’ attention, educators need effective strategies to keep learners focused, motivated and actively participating throughout the course.

    Here are eight practical ways to motivate students during intensive summer English courses.

    1. Start the course strong

    The first class sets the tone for the entire course. Students form early impressions about the learning environment, classroom expectations and teaching style, so it’s important to begin with energy, structure and clear objectives.

    For teen learners, establish classroom expectations early by creating class rules together or developing a collaborative class contract. This helps build accountability while creating a positive learning environment.

    For adult learners, ensure students leave the first lesson feeling they have already learned something valuable. Icebreakers and communicative activities are important, but learners should also experience meaningful progress from day one.

    A strong start builds trust, confidence and long-term motivation.

    2. Personalize the learning experience

    One of the best ways to improve student engagement in English language learning is through personalization.

    Take time to learn about your students':

    • Interests and hobbies
    • Academic goals
    • Professional ambitions
    • Travel or study plans
    • Preferred learning styles

    Use surveys, discussion activities or learner profiles early in the course to gather information. You can then tailor lessons, projects and speaking tasks to topics students genuinely care about.

    When learners see content connected to their personal lives and future goals, their motivation increases naturally.

  • Man working in office looking at papers
    How the Slate and PTE partnership is streamlining admissions for greater efficiency
    By Alice Bazzi
    Reading time: 4 minutes

    Admissions teams today are under increasing pressure to ensure the application process is done quickly, fairly and at scale, without compromising integrity or student experience. As international applicant volumes increase and digital processes become the norm, efficiency across admissions workflows has never been more critical. 

    That is why the recent partnership between Slate and PTE aims to simplify the process of receiving, reviewing and trusting English language test results. 

    A shared focus on admissions efficiency 

    Slate is widely used by higher education institutions across the United States to manage the full student lifecycle, from initial inquiry through enrollment. Admissions teams rely on Slate to centralize data, reduce manual processes and support informed decision-making at speed.

    Through the Slate and PTE partnership, PTE scores are integrated directly into admissions workflows, reducing friction for admissions officers and eliminating unnecessary administrative steps. Rather than navigating multiple systems or manually verifying results, admissions teams can access PTE scores while decisions are already being made.

    Reducing manual work and administrative burden

    One of the biggest challenges admissions teams face is losing time to manual processes, such as downloading score reports, checking authentication, uploading files or reconciling data across platforms.

    By integrating PTE into Slate:

    • English test results are received directly within the admissions platform
    • Manual entry and document handling are reduced
    • Verification becomes simpler and more reliable
    • Processing time per application is shortened

    This directly supports admissions teams who are managing high application volumes with limited resources, enabling them to focus less on administration and more on applicant evaluation. 

    Faster, more confident decision-making

    Speed matters, but confidence matters just as much. Admissions teams need to trust the data they’re working with, especially when making conditional offers or final decisions.

    Having PTE results embedded within Slate allows admissions officers to:

    • Review scores quickly and consistently
    • Make faster decisions without leaving their workflow
    • Reduce delays caused by missing or manually-uploaded documentation
    • Maintain consistency across admissions teams and cycles

    The result is a smoother review experience that supports both operational efficiency and institutional standards.

    A better experience for admissions teams and students

    Streamlined admissions workflows don’t just benefit institutions; they improve the experience for students too.

    When systems work together:

    • Applicants face fewer delays and follow‑ups
    • Admissions communication becomes clearer and more timely
    • Offer turnaround times are reduced
    • Institutions present a more modern, efficient admissions experience

    This joined‑up approach helps institutions remain competitive, responsive and student‑focused,  particularly when engaging international applicants navigating complex admissions requirements. 

    Supporting innovation in admissions operations

    Beyond efficiency gains, the Slate and PTE partnership reflects a broader commitment to innovation in admissions operations.

    By integrating trusted English proficiency data into established institutional workflows, the partnership supports:

    • Scalable admissions processes
    • Greater consistency across decision‑making
    • Reduced operational risk
    • Long‑term efficiency as application volumes grow

    For admissions teams, this means future‑ready systems designed to evolve with changing recruitment and enrolment needs. 

    Streamlining admissions with Slate and PTE

    The partnership between Slate and PTE is built on a shared understanding of what admissions teams need most: clarity, efficiency, and confidence.

    By bringing English test scores directly into admissions workflows, institutions can reduce complexity, streamline operations and deliver faster, more reliable outcomes, all while maintaining the integrity and trust that admissions decisions demand.