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

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

(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.

(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.

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.

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.

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.