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An EdTech journey

Whenever new EdTech is introduced to a school, it can take a while to become a fully realised and familiar feature of school activity.

Quite often, embedding it gets off to a slow start. Soon, the pace increases and the enthusiasm spreads. All around the school, staff discuss new uses and capabilities they have discovered.

Then, once the staff are familiar – even over-familiar – with the EdTech solution, the enthusiasm often stalls. It is like reaching the top of a steep hill. Which way should the school go? Towards the green grass of a new product or up into the blue skies with their existing choice?

Is change needed?

However natural an instinct for change might be, there are drawbacks in starting the learning and embedding process all over again. Firstly, the time spent learning about the features of the existing system will be lost. This can be considerable, and the cost in what is effectively lost money, time and effort may be hard to reconcile with overcoming the stumbling blocks that have been discovered. In such circumstances, change does not represent the best solution.

Secondly, day-to-day processes may be carried out so seamlessly that the efficacy of using them starts to go unnoticed. This goes not only for the processes but also the EdTech deployed to make them run smoothly. Therefore, the loss of one software application, its removal dictated by a hiccup with one facet, may have wider impacts across the school.

Thirdly, any overhaul of the school’s processes and policies will require further time and effort for school staff, adding to their workload. By focussing on the existing EdTech solution, tweaking its use, and exploring further capacity within that solution, so the required solutions can be found.

Final thoughts….

Auditing both the EdTech systems, and the tasks and routines they enable, is essential to avoid unnecessary effort and ‘innovation fatigue’. For that reason, change should be viewed as sometimes necessary but not always essential. It is worth considering the full implications carefully before it is implemented.

Who knows how much work it will entail if you don’t?

Stephen Leatherdale

Stephen Leatherdale

Stephen Leatherdale is a Customer Success Team Leader for Juniper Education. Stephen has worked in the education industry for 25 years and has experience in teaching and leadership in primary schools.