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This content is taken from the Chartered College of Teaching's online course, Leadership of Education Technology in Schools. Join the course to learn more.

Case studies

If we’re constructing CPD for teachers to support our strategy for education technologies, we know that it needs to be prioritised by leadership teams, underpinned by robust evidence and expertise, sustained over time, focused on improving and evaluating pupil outcomes, and include collaboration and expert challenge.

We may choose to make use of technologies as a way of making the learning accessible and modelling the benefits but how else can we maximise the effectiveness of the CPD we construct to accompany our strategy?

The first decision to make is what you need the CPD to do for you and your staff. At the forefront of your mind will likely be workshops and coaching to support staff with the technical aspects of new hardware and software.

But as we saw earlier in the course from Iesha Small, your colleagues’ level of engagement with your strategy will result from staff being able to recognise the potential and later see the impact of the new approaches on their pupils’ learning. Engaging with research evidence from the beginning of a new initiative can help teachers to engage with purposeful changes to their practice and can ensure your strategy has a solid foundation of proven good practice.

In the case studies that follow, we’ll explore journal clubs, coaching, professional learning communities and more so that you can end this week with ideas to guide the creation of your CPD programme as part of your strategy.

Once you’re ready, click the ‘Mark as complete’ button below and then select ‘Journal clubs’ to explore the first case study.

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This article is from the free online course:

Leadership of Education Technology in Schools

Chartered College of Teaching