VIEWS
BESA at Bett 2023: Getting EdTech right - key questions for leaders
In his regular column for Education Today this month BESA’s Head of Content DAVE SMITH looks at the findings of the organisation’s latest report on EdTech in schools.
The British Educational Suppliers Association (BESA) and National Association of Advisors for Computers in Education (NAACE) have collaborated to produce the ‘Education Technology Briefing Paper – an overview of education technology (EdTech) implementation and use in UK schools 2023’. This briefing paper uses independent research, commissioned by BESA, to guide school
leaders on the purchase, implementation, and use of EdTech. It indicates current national trends in EdTech and provides key leadership questions to assist school leaders in developing digital strategies. Challenges in training, planning, implementation and understanding the benefits of EdTech
Overall, the findings indicate that while schools are making progress in implementing and using EdTech, there are still significant challenges and areas for improvement. Many school leaders need further training and support, time to plan and implement EdTech initiatives, and a better understanding of the potential benefits of EdTech. In addition, school leaders must also balance the need to provide their pupils with access to EdTech with the requirements of current school accountability measures.
Spending on EdTech is increasing but differs across schools and regions
Schools are dedicating an increasing amount of their budget to investment in EdTech initiatives. However, the amount of money being spent varies widely across different schools and regions. Schools have good connectivity and infrastructure, but there is still room for improvement
Our research suggests that many schools are already meeting the Department for Education’s newly published Digital and Technology Standards, with 46% of primary schools and 71% of secondary schools meeting the standards to at least some extent. Whilst most schools have good access to devices and internet connectivity, there is still room for improvement in the quality and reliability of these services, such as the implementation of large high-capacity Wi-Fi networks.
EdTech provision and use is increasing but varies across schools, subjects and phases
The use of EdTech in schools is increasing, with the vast majority of schools reporting that they use EdTech in their teaching and learning, how EdTech is used however varies widely. For example, the use of EdTech is becoming increasingly common in secondary schools compared to primary.
Key Leadership Questions to assist leaders when planning EdTech implementation
The report also provides a series of helpful leadership questions to help school leaders make informed decisions about their school’s EdTech provision.
The ‘Education Technology Briefing Paper Overview of education technology (EdTech) implementation and use in UK schools 2023’ can be downloaded from
https://www.besa.org.uk/wp-content/ uploads/2023/01/Holding-Page.pdf. Findings from the report will also be shared by BESA and NAACE at the Bett Show in London, UK on Thursday 30th March 2023. Find out more and sign up at
https://uk.bettshow.com/agenda-2023
March 2023
How leaders make the tough decisions
In her regular column on leadership CHARLOTTE ROWLEY, Acting Principal, St Maria Goretti Catholic Academy, this month offers advice on making those tough decisions.
Not all glamorous!
Educational leadership is fascinating; strategic planning, driving high standards, inspiring outstanding teaching and learning. It can often sound like a ‘glossy’ role, whereby colleagues are ultimately orchestrating and overseeing initiatives. It can also however be a difficult one, and responsibilities can seem burdensome and intense. Tackling issues such as underperformance, conduct, attendance or other HR related concerns are never straightforward. Collaboration
The key thing that I often hold onto is that leaders, even Principals and CEOs, are never alone. There are always people whom you can seek advice and support from – for difficult conversations and decisions this is a must. From experience, whenever I have had to make a tough decision, where possible I consult the leadership team by presenting my ideas, asking for their input and weighing up options that help us all to reach a conclusion. An effective SLT should be one that consists of leaders with different interests and specialisms. This will help in considering different elements of the decision-making process and offering different perspectives. This insight can help us to learn and consider things differently, which effective leaders should always be open to. Compassion
Another mantra that I always try to follow is that every problem, critical incident or difficult conversation should always be approached with compassion and this is absolutely not a sign of weakness – far from it. We may dread having to lead a meeting tackling underperformance. We know that it will be uncomfortable and challenging. When problems are brought to us as leaders it can at times feel as though we are weighed down, but demonstrating emotional intelligence, empathy and compassion ensures an openness and transparency which will make things so much easier in the long-run. Courage
Sometimes we have to remind ourselves about the why. I entered the profession to work with children and young people. I want to create a culture of ambition and aspiration, encouraging all pupils in my care to know that their dreams are within their grasp. Ultimately, we may feel that bureaucracy can overshadow decisions and is not why we entered this vocation. However, by thinking about the long-term gains and goals and above all else, focusing on the impact that such decisions will have on the children, it makes those problems a little easier to process, building courage and helping to us to be bold and confident in our choices. These points are by no means ‘miracle’ cures, but hopefully a useful checklist when tackling those critical moments: • Make sure that you do your research: get to the root of the problem, ensure that you read policies thoroughly and adhere to them. • Ask for help and advice: I work within a multi-academy organisation and we have access to HR solicitors who will assist with queries. I appreciate that not every school will have such provision, but it is vital, even for leaders, that we know who to turn to for additional support. • Have a collaborative approach: building on the above point, work together. Senior leadership teams will disagree and debate (behind closed doors) and this is healthy. Look at the different angles of a problem, discuss options and weigh up. The phrase, ‘a problem shared is a problem halved’ is a good approach. • Always act with compassion: it’s the nature of the role that from time to time we may have to be bearers of bad news, but always remember that we work with people and complex emotions. • Recognise that it is a difficult decision and therefore, do not reach a conclusion in haste. • Do not become focused on being ‘liked’ all the time. This is impossible. Do strive for respect. • Remember that why. Always.
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