- What is the specific pupil learning need that we are trying to address with this purchase? Is there a cheaper or easier way to address it (e.g. working on more effective feedback and questioning or using existing technology more effectively).
- Will this technology supplement and support the teaching methods that teachers are already comfortable with or will it require significant and expensive changes in teaching habits, schemes of work and resources?
- What is the risk that this technology becomes unreliable and impedes teaching and learning? What level of technical support, back-up and redundancy (spares) is needed to prevent this and how can this be maintained in the future?
- How will teachers embed the use of this new technology into schemes of work/lesson plans? Who are the experts in how to do this effectively? Are they accessible? Will teachers be given dedicated time to work together to evaluate and refine their approach to using the technology?
- Will the technology allow us to address multiple learning needs (is it flexible, up-gradable, extendable)?
- Do plan regular (at least twice a half-term) protected meeting times where teachers who use the technology can collaboratively review their use as well as the evidence on how it is affecting pupil learning. They should then plan lessons and create resources to support improvements in the next cycle with expert support if possible.
- Don’t simply send teachers on one-off courses without having a sustained programme of support and collaboration back at school.
- Do regularly (at least termly) evaluate how well the technology is being used, technical support needs, how pupils are being engaged, how learning is being improved, the confidence levels of teachers and further training needs. Reserve some budget to act on issues that arise.
* These fields are required.