The transformative power that technology possesses is not to be underestimated. We never quite know it at the time, but slowly, our adoption of certain things – and their increasing presence in day-to-day activities – develops key areas of our personal and professional lives.

When it comes to education, technology has proven to be a key asset over the years. Yet, despite clear recognition that it plays an important part in boosting standards and engaging young people more effectively, there is still a notable disconnect in what teachers want to do and what they can do.

This is one of the key findings of a paper commissioned by Virgin Media Business, as part of its Generation Tech study, which it describes as “the UK’s first state-of-the-nation review of the vital role that technology plays in education”.

According to the research, while over three-quarters of teachers are using technology in all or most of their lessons, only 15 per cent would go so far as to describe themselves as being “totally computer savvy”. They can do the basics, but when it comes to tapping into the potential of technology, they admit that they fall short.

The technology is there. Respondents to the poll noted that although there are plenty of interactive whiteboards, tablets and laptops in their schools – which are “key tools” in their teaching –keeping abreast of things is proving to be challenging.

As such, students are missing out on the benefits that comes with teachers possessing the skills needed to “realise the full potential of digital technology”. Given that teachers claim that effective technology utilisation can boost exam grades by at least one grade, there is a real need to improve this situation.

“There seems to be a growing digital divide between the technology that is available in the classroom and teachers’ ability to effectively use it”, commented Mario Di Mascio, executive sales director at Virgin Media Business.

“We call on the government to cross that divide by helping teachers to understand the full benefits of using technology in the classroom and to urgently improve the support available to teachers on digital skills.’

He concluded that the UK is already a world leader in innovation and digital technology. This, in turn, is a huge resource for boosting the country’s economy, and, as such, “we can’t take any risk of the next generation not having the skills they need to maintain that advantage”.

According to the paper, over half of teachers believed that the main barrier to this is down to finances. These are still early days in recovery and budgets are not only constrained but also earmarked for other schemes and initiatives. It seems therefore that technology appears down the checking list of things to invest in.

Generation Tech aims to change this by highlighting key issues concerning the use of technology (or lack of). Presenting it as the “most ambitious listening exercise ever conducted” with regards to the role technology plays in education, the review will also demonstrate how revolutionary it can be through examples of best practice.

Schools around the country have been asked to share their stories and their aspirations to get people excited about the potential of technology-focused education. Other efforts to further enhance knowledge and insight include the founding of a Digital Youth Council, which will play a key role in “setting the UK’s digital agenda”.

Oliver Quinlan, programme manager of digital education at the charity Nesta, said: “Teachers need the resources and the time to develop their skills to integrate technology into their subject, to use it as a tool for learning and to teach the digital skills young people need to engage successfully with modern society.”