Professional development, coaching, and consultancy
This downloadable resource is designed to help school leaders and digital strategy leads take a clear, structured approach to aligning technology use with teaching and learning priorities.
Too often, digital strategies begin with devices and infrastructure. Instead, this guide starts with pedagogy, helping schools clarify their purpose, evaluate their current approach, and make informed decisions about what to sustain, adapt or improve.
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The recent Your Undivided Attention podcast, featuring Tristan Harris, Daniel Barcay, Maryanne Wolf, and Rebecca Winthrop, explores the challenges and opportunities that artificial intelligence presents to education.
It is a timely and thoughtful discussion, raising concerns that many educators will recognise. However, the conversation sometimes leans towards familiar patterns of technological alarmism. While many of the concerns are valid, they merit measured reflection rooted in what we already know about teaching, learning and schools.
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Every so often, education is promised transformation. Not reform, not improvement — but revolution.
I’m just about young enough to remember the mid-2000s, when Web 2.0 arrived with all the promise it carried: blogs, wikis, social media, content creation. “The read-write web,” we were told, would flatten hierarchies, knock down classroom walls, and finally move teaching from sage-on-the-stage to guide-on-the-side. A much-needed shift, or so the narrative went.
Now, two decades later, it’s AI. And once again, we hear the familiar chords: disruption, democratisation, personalisation, and, of course, an end to teaching as we know it.
But if Web 2.0 taught us anything, it’s this:
(more…)From Purpose to Practice is the latest in a growing set of free resources designed to support school leaders and educators in making thoughtful, purposeful decisions about how technology is used in teaching and learning.
Rather than offering a checklist or endorsing the latest tools, the guide sets out a framework for strategic reflection.
It begins by reasserting a central principle: technology should serve pedagogy—not the other way around.
From there, it explores what meaningful adoption looks like in practice, offering:
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The irruption of AI in education sparks a predictable mix of excitement and anxiety. But as with every technological advance, the truth lies not in Disneyan notions of good or evil — it lies in how we choose to use it.
When used well, AI isn’t about replacing teachers. It’s about supporting them — strengthening the very processes that make great teaching and learning possible.
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