​​Some Background

Research leading up to my Innovator application helped identify issues preventing teachers from using technology to support learning and make thinking visible. 'Technology' was seen by many teachers as an 'extra' component, a barrier, a threat in an already crowded curriculum and also uncovered a modern adaptation disorder called "technostress" where teachers fail to cope as a result of ever increasing introduction of new technologies.

I have been in education since 1972 - I hope that doesn’t put you off! Over the past 13 years I have been working as the eLearning Mentor for Catholic Schools Office in the Lismore Diocese. We have 47 schools and I have been instrumental in creating competency-based learning in an online delivery for teachers seeking accreditation with the New South Wales Standards Authority (NESA). Each online course provides teachers with new skills and knowledge in the use of technology tools such as G Suite Apps, Chromebooks and other browser based software. I am regularly invited to schools and leadership meetings to provide training to use technology effectively as a tool to improve learning and teaching

For me, it’s not just the technology. The real impact is when teachers learn to use technology effectively as a tool to improve learning and teaching and to ultimately hit that target of the TPACK framework. rt me to be actively involved in a school staff community, please? Would you be able to suggest a principal who could see this mentoring and coaching program align with their school goals? I can anticipate a few school visits with key staff but also see the value of regular support and discussion using Zoom VC when convenient for​ staff increase their confidence to integrate technology into their teaching and learning in meaningful ways.