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How can I integrate the key insights from today's sharing to my (i)  Edtech plan and (ii) Professional Practice?

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How can I integrate the key insights from today's sharing to my (i)  Edtech plan and (ii) Professional Practice?

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Which concepts or strategies presented challenged my existing perspectives, and how might they influence my future decisions?

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Which concepts or strategies presented challenged my existing perspectives, and how might they influence my future decisions?

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One big takeaway for me was how structure really drives behaviour. It got me thinking about how we might better structure our PLTs to encourage more meaningful collaboration—rather than just going through the motions.

The PLT booklet and plan shared by Fairfield was really inspiring too—definitely something we can consider in our own planning.

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Honestly, it’s both exciting and a little daunting to see how primary schools can drive EdTech so meaningfully, and still give teachers a strong sense of agency. Just seeing how it’s done in such a cohesive way really challenged what I used to think was “enough” .

Of course, every school’s context is different—but this really gave me a lot to think about. Thank you presenters for sharing so generously

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(i) We appreciate the emphasis on aligning the EdTech plan across students, teachers, and organizational outcomes. The idea of using SLS as a One-Stop Hub for teaching and learning (T&L) data is particularly valuable — it opens up possibilities for subject teachers who have not taught a student before to access learning data and tailor learning more effectively. This integration of a centralised platform (e.g., SLS, MS Teams, or Google Classroom) not only improves communication and information dissemination but also strengthens data-informed practices. Additionally, the sharing of differentiated efforts by other schools to build EdTech competencies among teachers of varying readiness levels is insightful to nurture teacher capacity in meaningful and sustainable ways.

(ii) We like the intentional structuring of professional learning teams (PLTs), especially those that incorporate just-in-time training and a focus on producing tangible teacher-created products that can be shared via open classrooms or lesson observations.

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To me, hearing the sharing from Primary schools on how they drive EdTech innovation and culture is encouraging and motivating. In Secondary schools, we are thankful for the PDLP initiative that bridges the (lack-of) device barrier. The sharing by Fairfield Methodist Primary School on building an online classroom environment on MS Teams was refreshing, given the challenges to establish the routines for doing so with Pri School students, pre-COVID, and possibly without 1-1 devices. Such sharings motivate us to press on with our endeavors to drive EdTech in school meaningfully and purposefully, with the support of 1-1 devices and resources from ETD, DXD.

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(i) The TECH Reflection Google Sheet Template is a useful and structured way of consolidating various IP Depts TECH practices for taking stock of current practices and ways for moving forward. In addition, the TECH Guide Google Site as a one stop portal with info on TECH practices with suggested approaches for implementation also serves as a useful reference for schools.  The session helped to connect the dots among TECH, STEER, Technology Plan and EdTech Masterplan 2030.

(ii) The video sharing by Fairfield Methodist Primary School on Digital Literacy Mapping and Integration in Curriculum was also relevant and useful as we are in the midst of redesigning the curriculum for students’ Digital Literacy Technological Skills (DLTS).  This video sharing provided some ideas on how to go about mapping the various digital competencies in relation to the various school areas for possibilities for integration of digital literacy.

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The video sharing on the mapping for Digital Literacy and Integration in Curriculum by Fairfield Methodist Primary School showed how the school overcame the challenge of Primary One students’ having difficulties in touch typing skills.

It highlighted the importance of taking stock of current practices, identifying areas for improvement and possible approaches going forward.  It was rather heartening to hear how the school went about the process of planning, designing, implementing and reviewing the Digital Literacy and Integration in Curriculum.

It also illustrated the importance of EdTech as a Team Sport where the synergy, collaboration and buy-in among the various programme owners is vital for the successful implementation of any EdTech initiative.

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One key takeaway from the sharing was the importance of having a well-structured plan to influence and guide staff behaviour effectively. A clear structure provides direction, accountability, and alignment across the staff team, ensuring that initiatives are purposefully implemented and sustained.

Currently, our Professional Learning Teams (PLTs) operate largely on an interest-based model. While this has encouraged ownership and engagement, it has also meant that only a few teams have intentionally integrated educational technology (EdTech) into their projects. As a result, opportunities to explore innovative tech-enabled practices have been limited and inconsistent across the school.

Moving forward, there is potential to evolve the role of PLTs into a platform not just for collaboration, but also for structured experimentation. By incorporating EdTech into their interventions, teams can leverage PLTs as a safe space to trial new approaches, evaluate their effectiveness, and share learnings with the wider staff. This shift will also support our broader goal of embedding EdTech meaningfully into our teaching and learning practices, while nurturing a collaborative culture of innovation.

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The concept of teamsport changed our perspective of time being a significant constraint.

Time is often cited as a key challenge in rolling out EdTech, as teachers juggle multiple responsibilities daily. However, this challenge becomes more manageable when every department adopts the mindset that every small action contributes to the collective success of the team. When teachers recognise that even simple, incremental efforts—such as trialling a feature during a lesson, sharing a quick tip with colleagues, or reflecting briefly on what worked—can move the team forward, the integration of EdTech becomes less about finding extra time and more about embedding purposeful habits into everyday practice. With shared ownership and a belief in collective progress, time becomes a shared resource, not a barrier.