Research School Network: Nurturing Oracy in the Digital Age: Harnessing Technology to Empower, Not Silence, Young Learners Led Julaan Govier of Cheam Common Junior Academy (LEO Academy Trust)

In the modern primary classroom, we are often surrounded by the quiet hum of 1:1 devices. While technology offers a wealth of resources that can redefine learning, it can inadvertently create an environment where spoken language takes a backseat. At Cheam Common Junior School (CCJ), we believe this is a challenge we must meet head-on.

While our classrooms are digitally transformed, we remain committed to James Britton’s enduring principle that ​“reading and writing float on a sea of talk.” At CCJ, our ​“PedTech” strategy ensures that technology acts as the tide that raises this sea, rather than a dam that holds it back. No matter how advanced a Chromebook is, human interaction — the talk — is what makes the technology effective. PedTech is about using the device to start a conversation, not end one.

The Challenge: Beyond the Screen

Pedagogical observations across Key Stage 2 demonstrate that as students progress toward Year 6, they often face a ​“participation paradox.” While their digital fluency increases, their willingness to engage in high-stakes verbal reasoning can dip due to rising self-consciousness. Furthermore, without intentional instruction, pupils may lack the Tier 2 and Tier 3 vocabulary needed to express nuanced ideas.

In a digital-rich environment, the risk is that technology becomes a source of individual consumption rather than a facilitator of dialogue. To counter this, we root our practice in Robin Alexander’s (2008) ​“Dialogic Teaching,” ensuring that classroom talk is collective, reciprocal, and purposeful. We want our pupils to move beyond simple answers and into what Neil Mercer (1995) defines as ​“Exploratory Talk” — where partners engage critically but constructively with each other’s ideas, using technology as the spark for these interactions.

The Evidence Base: Oracy and the EEF ​“Five-a-Day“

Our approach is firmly grounded in the EEF’s ​“Five-a-day” framework, viewing technology as the ​“digital catalyst” that accelerates evidence-based practices.

1. Explicit Instruction & Modeling: We explicitly teach disciplinary literacy — helping children learn to ​“speak like a scientist” or ​“debate like a historian.” Using digital ​“Talk Like a…” prompts on Chromebooks, we provide the sentence stems necessary for high-quality academic talk.

2. Cognitive and Metacognitive Strategies: Tools like Mote (audio feedback) allow pupils to record verbal reflections. By ​“hearing” their own thinking process, pupils develop the self-regulatory skills recommended by the EEF.

3. Scaffolding: For pupils who find live oracy daunting, technology provides a vital scaffold. Chromebooks allow children to record their screens and create videos to rehearse their oracy. This allows less confident children to practice their ​“exploratory talk” in a safe, controlled digital space — reviewing and refining their speech before transitioning to a whole-class setting.

4. Flexible Grouping: Collaborative digital tools facilitate ​“Think-Pair-Share” activities. Groups can co-construct ideas on a shared Google Slide, using the visual data as a springboard for deeper verbal analysis.

5. Using Technology for Immersive Oracy: We use tools like now>press>play to provide high-quality ​“hooks.” By immersing children in audio-led adventures, we spark immediate, collaborative dialogue and drama, proving that technology can be a powerful engine for oral rehearsal.

The Impact: Evidence in Action

The results of this pedagogy-first approach are measurable. Our 2025​“Next Chapter” impact study found that:

- Confidence & Agency: Pupils are more willing to engage in extended talk, with a marked increase in the use of academic vocabulary across the curriculum.

- Closing the Oracy Gap: By providing every child with ​“rules for talk” and the digital tools to practice them, we are ensuring that disadvantaged pupils are not left behind.

- Academic Fluency: As Britton predicted, the ​“sea of talk” has lifted all boats; we have seen a direct correlation between improved oracy and the sophistication of pupils’ written compositions.

Conclusion: Our Digital Promise

Technology cannot replace the ​“play, laughter, and mentorship” that define a child’s development. However, when we align technology with the principles of Mercer and Alexander, we do more than just ​“use EdTech.” We create a classroom where every child — regardless of their starting point — has the voice to be a successful ​“LEO Explorer.“

What is our digital promise? At LEO, ours is clear:

To our Students: Your voice will always be heard. Technology will be your platform, not your replacement.
To our Staff: We will use technology to amplify your expertise, ensuring oracy remains the heartbeat of your pedagogy.
To our Community: We promise to lead the way in showing that a ​“digital school” is a school that speaks, debates, and thrives together.
By ensuring our technology empowers rather than silences, we are making ​“inclusivity by design” a reality for every learner.