Tablets are increasingly being used in schools with almost 70 per cent of institutions deploying the hardware in lessons, according to new research.

The charity Tablets for Schools found that 69 per cent of secondary schools now use tablets regularly, as does 68 per cent of primary schools.

Analysing data provided by 671 state and independent schools, researchers found that this technology is finding favour with teachers and pupils, due in part to the fact that they are used heavily outside of school.

Some schools have invested big in the devices. For example, the study showed that nine per cent of schools have one tablet per pupil.

Academy schools, in particular, have embraced tablets with vigour, with 76 per cent of respondents stating that they are used in teaching and learning. In comparison, 51 per cent of independent schools said that they were using them.

Their use varies. The majority (36 per cent) explained that they were used in some lessons only, while 15 per cent specifically designated them to teachers.

There is a lot of sharing of the devices, the report outlined, with 20 per cent sharing it via a booking system.

In general, there is a growing trend for tablet usage in schools and it is expected that the current numbers with rapidly rise.

Current estimates put the number of tablets in schools at around 430,000. By 2016, it is believed that this number will more than double to 900,000.

Challenges to introducing tablets remains, with funding cited as the main obstacle. One headteacher quoted without attribution said: “We would love to have tablets in school, but at present do not have the funds to facilitate this.”

A similar and recent study from the National Literacy Trust and Pearson has come to similar conclusions about the effectiveness of tablets.

It found that male pupils and those from disadvantaged backgrounds took to tablets successfully, with the devices being especially effective in helping them read.

The Early Years Literacy Survey discovered that tablets enabled children and young people from low-income families read for longer periods of time, as well as better engaging them in educational activities.

“A child’s background still makes far too much difference, in 21st century Britain to how literate they are. Children from more advantaged backgrounds read more often, and enjoy reading more,” said Julie McCulloch, director of UK policy and thought leadership at Pearson, in her foreword to the report.

“Their parents are more confident in their ability to support their children’s reading. Between the ages of three and five, they are eight times more likely than their less advantaged peers to have an above average vocabulary. These statistics, and others in this report, make sobering reading.”

Despite that, there are some positives, she added, with the report showing “fascinating, and heartening, glimpses” into how technology - such as tablets - is boosting attainment levels in, for example, disadvantaged children.