The plethora of tablets released during 2010, in particular Apple's iPad, opened the door for tablet devices in the classroom. Mobile and smartphone technology has become commonplace among children, particularly at primary and secondary-school age. Pupils are now carrying devices with them to school, or being provided access to devices during and outside school hours.

The increase in device use among school-age children offers schools and teachers an opportunity to turn devices into "mobile classrooms". However, given the cost of investment in mobile technology, the focus must be on getting the most from it and ensuring pupils are able to use devices to learn, rather than updating their Facebook status during class time.

A combination of new mobile technology and more-established technologies means that schools can easily deliver digital learning content to pupils. Over two thirds of those surveyed by TechSmith at BETT 2011 reported having a virtual learning environment (VLE) or learning-management system (LMS) to provide access to learning content. These online platforms form an "important part" of an institution's technology offering for one of every four respondents.

One recipient noted, "I think it won't be long before schools allow students to use their smartphones in the classroom." Another cited "the future development of the VLE and the materials created and made available for the students to use outside of the classroom" as the most important part of a school's technology development in 2011.

Engagement with pupils is also a high priority, with one recipient stating the key to getting the most from a school's technology is "allowing the classroom conversation to continue online through our LMS."

The importance of creating digital learning that is aligned to a school's curriculum and lesson plans is seen as essential in getting the most from a school's technology. "Providing access to content in formats that are familiar and engaging to students" was noted as the most important aspect of technology in the classroom by one respondent.

A high level of interest in lesson capture and screencast software reflects this importance. Lesson capture software is used by teachers and ICT coordinators to create lesson content by capturing the activity on a computer's screen. This allows teachers to create digital versions of lessons delivered via PowerPoint, or tutorial-style videos that walk students through online applications or subject-specific software programs. The recorded videos can be enhanced with a teacher's voice overlaid over the visual recording or narrating to pupils as they record their screen's content. More straightforward tutorials can also be created, such as a walkthrough of how to solve a mathematics equation.

Of those surveyed, over a quarter planned to deploy such screencasting software in the classroom during 2011. This compared favorably to subject-specific software packages, which were sought by only twelve percent.

Once a teacher has created a bank of learning materials, the content will be available to pupils to access on a mobile device such as an iPad, tablet or smartphone.

With the option to provide digital learning materials to pupils increasing in line with mobile devices, the concept of the "flipped classroom" has emerged as a variation on the teacher-led lesson.

A flipped lesson provides pupils with learning content in advance of a scheduled lesson or study period. By providing lesson content in advance of actual class time in video form, pupils are able to familiarize themselves with the theory of a subject. This can cover a variety of topics, from the theory in a mathematics or science lesson to using complex design and editing software.

As pupils are supplied with the theory in advance, the lesson can focus on practical application of knowledge. For example, pupils may be set a series of mathematics equations based on the theory revised in the screencast video. This allows a teacher to oversee practical exercises usually given as homework, helping pupils as they encounter problems and focusing on any gaps in knowledge identified in class.

Instead of hastily scribbled homework, teachers may find less-prepared pupils are watching screencast videos on the morning school commute. Indeed, 91 per cent of respondents reported their pupils already use online resources to aid in completing homework.

The increase in mobile technology and online platforms in schools means teachers have the ability to create and deliver learning material to pupils across a range of platforms, regardless of where a pupil chooses to study. By creating bespoke learning materials, teachers can provide pupils with learning materials on demand and take full advantage of technology in the classroom - from a school's VLE to the technology in pupils' pockets.