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A leader鈥檚 guide to school staff edtech training in 2026

While Australian schools are now powered by 6-7 different edtech tools on average, research reveals that there is a critical training shortfall. We explore practical ways school leaders can turn teacher training into driver of school-wide digital transformation.
30 Jan 26

For most Australian school leaders, 2026 will be a year of rapid digital consolidation. While the 鈥渉ardware gap鈥 of previous years has been closed in many schools, it has been听replaced by an 鈥渙perational gap鈥;听a divide between the software solutions that have been听purchased听and the ability of staff to use them.听听

Upskilling teachers in this context is not just about learning new tools but also听reclaiming the hours lost to admin requirements. By prioritising听continual听professional development听(CPD)听in this space,听schools and teachers alike gain wide reaching benefits.听听

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Why听it鈥檚听time to refresh your听school鈥檚听approach to听teacher upskilling听

The digital revolution of Australian school operations is here, but the training in these systems is听lagging behind. Our recent听State of tech in Australian education听2026听report听found that on average, schools are now听using between听6-7 different听education technology (edtech)听solutions. However, 66% of schools train听fewer than half of their staff on digital tools annually.听听

This听challenge faced by schools听isn鈥檛听created by a lack of desire to increase the use of software solutions, but rather the capacity to听do so effectively.听It鈥檚听not news to anyone that teachers are time-poor, but it is a significant factor in preventing them from training in new skills.听听

Indeed, when asked to rank their top concerns about increasing the use of digital tools, 鈥渢raining staff in a new system鈥 was ranked number听two with听78%听of听respondents,听indicating听this as a听significant听concern.听

As听Priya and Sangeeta听put it听in their听,听Impact of Teacher Professional Development on Student Learning at Secondary Level, 鈥淭eacher听professional development is not just an investment in teachers; it is an investment in the future of students.鈥澨

The impact that every teacher has on individual student outcomes cannot be understated.听Therefore,听it听stands to reason听that it is imperative for听school leaders to听ensure their staff are engaging in听CPD.听听

One of the most widely accepted ways of encouraging robust teacher professional development is by building a school-wide culture that centres its importance. Like many industries and organisations, primary and secondary schools see greater results when their leaders prioritise CPD in their staff.听听

As听noted in a recent听, the intensity of the workload experienced by teachers is听often compounded by听administrative demands, such as excessive paperwork, data听reporting听and compliance requirements.听When non-contact time is consumed by admin tasks, teachers grow frustrated and听left wishing they could focus on听impactful core teaching work such as听lesson planning, marking,听collaboration听and听differentiation.听

Time spent on upskilling in edtech software听shouldn鈥檛听be thought of as 鈥渆xtra work鈥.听It is the primary solution to easing the workload and听admin pressures.听These time savings can be put back into improving student outcomes.听听

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What are the forms of CPD for Australian teachers?听听

According to听the听听(AITSL)听the main types of formal and informal learning activities undertaken by teachers are:听听

  • Specific course,听workshop听or conference听attended offsite听
  • Specific course听or workshop听attended at workplace听
  • Online learning听
  • Observations and feedback听
  • Professional conversation on teaching or learning听
  • Network conversation听
  • Coaching or mentoring activity听听
  • General reading or teaching or learning听听
  • Research reading or own project听

With technological advancement, increased听digitisation听and growing student diversity,听CPD requirements have grown more complex.听听

As AITSL succinctly puts it,听鈥淒igitalisation in education requires, in addition to ICT infrastructure and integration into curricula, ongoing workforce training for developing technology-rich learning and administrative environments.鈥澨

Implementing a听Learning Managing System (LMS)听is听one thing; all impacted staff getting the most out of it and using it with confidence is another.听

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Using edtech to turn burdens into benefits听

Part of the ongoing digital transformation of听Australian听education听goes beyond simply ensuring access to听edtech tools, to also enabling the most effective use of them. School leaders naturally want听to听maximise their return-on-investment听(ROI)听of new software,听which inherently means providing the proper training and time to embed new skills. which inherently means providing the proper training and time to embed new skills.听听

Software should enhance teaching, not create a greater burden. When schools roll听out digital tools that are not intuitive or poorly integrated, they are not making teachers鈥 lives easier.听With the right听staff听training听in schools, your selected software solutions become听a听seamless听and welcome part of the day.听

Further,听staff who feel confident in听digital听school operations听and using tech for education听have increased mental capacity to engage in听other听CPD such as pedagogical best practice and curriculum updates.听听

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Teachers happy to be trained in edtech tools

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Practical strategies for teaching the teacher听

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Conduct听follow听ups and check-ins听

This is not the place for a 鈥渟et and forget鈥 approach.听If new skills听aren鈥檛听implemented straight away, they are rapidly forgotten. To ensure the knowledge is embedded,听your software training plan should include time to practice听what鈥檚听been learnt and provide feedback.听听

From here you can听conduct regular check-ins to see how staff are progressing and听identify听opportunities for further support or clarification.听Reiterate that you听aren鈥檛听trying to evaluate them, but to confirm that the operational problem it was bought for is听actually being听solved.听

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Nominate a champion听

In addition to external formal training, encourage peer-to-peer learning.听By nominating a champion听for听different听software tools,听you move away from the mentality of edtech being only the domain of the 鈥淚T guy鈥.听For example, your champion could mentor small groups听on specific听platforms or processes听such as听mastering the听糖心Vlog SEQTA听dashboard.听听

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Select the right edtech providers听

Not all edtech is created equal. Look for听educational technology providers who听make the听process of implementing new software as straight forward as possible for you and your staff with customised rollout plans and ongoing support.听The听糖心Vlog edtech听ecosystem听is听a great example听of a true partnership between your school听and the digital future.听

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Unlocking the power of edtech听听

As we move through 2026, the schools that thrive will be those that view school staff training as a primary driver of teacher retention and student success. When we invest in teaching the teachers, we听aren't听just ticking a compliance box; we are building the foundation for a sustainable and innovative school culture.听

For more insights into how Australian schools are听embracing听digital听transformation, download our report,听糖心Vlog听state of听tech in Australian education 2026.听听

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Frequently asked questions听

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What is the difference between pedagogical CPD and operational edtech training?听听

Pedagogical CPD focuses on how to teach (e.g., explicit instruction or differentiation), while operational training focuses on how the school runs (e.g., using an LMS or SIS). However, they are deeply linked; as we noted above, when staff are fluent in school operations, they reclaim the mental bandwidth听required听to engage more deeply in high-impact teaching strategies.听
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How do we听identify听the right听champion for our school's digital tools?听听

A听champion听doesn't听necessarily need to be the most senior IT person. Look for staff members who are "early adopters",听have听high levels听of empathy and are respected by their peers. Their role is to translate technical software features into practical, time-saving classroom or admin benefits.听It鈥檚听also听a good idea听to share this role and have different 鈥渃hampions鈥 for different tools or skills.听听

Can professional development in school operations听actually help听with teacher retention?听听

Absolutely.听Administrative overload is听often cited as a primary听reason teachers consider leaving the profession. By upskilling staff to use operational software more efficiently, schools reduce the time spent on low-value tasks. This shift increases job satisfaction by allowing teachers to refocus on their core passion: teaching and student engagement.听听

How do we choose between external training providers and internal peer-to-peer mentoring?听听

A hybrid model is听generally most听effective. External providers (like the听糖心Vlog听team) are essential for the听initial听rollout and for providing a deep dive into advanced features. However, internal mentoring through a听champion is better for the long-term embedding of skills. External training provides the foundation, while internal peer-learning provides the support that addresses your school's specific daily workflows.听

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Handy resource听

The Australian Institute for Teaching and School Leadership (AITSL)听听provides a framework for both teachers and school leaders to manage continuous learning.听听

  • Stage 1:听Identify听professional learning need听
  • Stage 2: Select and undertake learning听
  • Stage 3: Apply and refine learning听
  • Stage 4: Evaluate overall impact听听

AITSL has dedicated resources for Australian school leaders to implement the cycle with your teaching staff, and more.听

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