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The solution to this barrier is linked to the assumption that teachers are scared of using technology. In order for students to develop their knowledge and ability to use the Internet effectively, teachers will need to place more of an emphasis on the Internet being a useful and valuable source within subject areas.
If the Internet can be given more prominence and value then this will mean students have to use it more effectively than just looking something up on Wikipedia.

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This is a tricky one.  If the institution moves over to BYO device then this will potentially become more of a barrier as older devices such as the Iphone 5 have notoriously poor battery life. The institution PC laptops have a battery life of 160 minutes, which is is not enough to last a whole three hour class.  How can we ensure that all students have a device that will service their day at the institution without having to charge? Or what charging points will the institution bring in in order to give students opportunities to charge their devices? Investment will be needed here for this barrier to be overcome.
The wifi issue is one that is solvable with further investment. The wifi has improved since it was first installed, but the open network that the institution currently works on is open to abuse - it is known that people from outside the institution use our wifi while standing on the pavement outside....!

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Students mistake their inability to access Snapchat via the institution's wifi as a restriction of their digital learning.  The institution has to finely balance safeguarding and cyber security with allowing free access to the Internet.  One could argue that Snapchat isn't a learning tool, however there is a place for creating digital narratives in both Film Studies, Media Studies and Creative writing and Snapchat does teach some of the generic conventions around narrative creation!!
This assumption does link to a technological barrier, however, that the network within the institution is prohibitively slow at times and does restrict access to some digital learning activities. For example, there is no point in trying to open at Prezi any time from 11.30am-1.15 as the network is too slow to load it.

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Again, as with assumption 1, there is some truth in this. However, I think that this assumption is borne our of assumption 1 rather than it being a problem on its own. The lack of CPD focused on development technology-enabled lessons has produced this assumption. CPD is scarce and then the PD days arrive they are always jam-packed full of 'initiatives' that tick management boxes: prevent, E&D, safeguarding (all important but not focused on developing teaching and learning, which is after all what we are here for). For this assumption to disappear the institution must place more emphasis on skill up teachers and place more focus on technology enabled teaching and learning strategies on professional development days. It is not higher up the agenda enough and never has been. The institution relies on a handful of teachers who have a natural interest in learning new technology-enabled strategies for making teaching and learning more exciting.

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One of the challenges of tackling this assumption is that there is quite a lot of truth in it! A Levels, in particular, are governed by formal public examinations and if students fail them the teachers are asked to explain why. This therefore affects how teachers teach - many are too scared to veer too far away from the test or to relinquish control of the focus of learning in the lesson because they are scared that the students won't learn enough to pass the test. The recent changes to the curriculum and design of A Levels has done nothing to change this, and many teachers feel that it has in fact got worse.

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Hardware or software barriers such as reliable wifi access, battery life on laptops, obsolescence of technology etc

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Students' own perceived lack of knowledge or ability to find out where information is held to help them development their knowledge

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The college 'restricts' students' development of digital literacy development through strict web filtering

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Teachers are 'scared' and 'out of touch' with technology and therefore won't use it in their classes.

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A level curriculum is too focused on external assessment and so there is 'no room' for technology or digital literacy skills to be developed