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A leader’s 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 “hardware gap” of previous years has been closed in many schools, it has beenreplaced by an “operational gap”;a divide between the software solutions that have beenpurchasedand the ability of staff to use them.

Upskilling teachers in this context is not just about learning new tools but alsoreclaiming the hours lost to admin requirements. By prioritisingcontinualprofessional development(CPD)in this space,schools and teachers alike gain wide reaching benefits.

Whyit’stime to refresh yourschool’sapproach toteacher upskilling

The digital revolution of Australian school operations is here, but the training in these systems islagging behind. Our recentState of tech in Australian education2026reportfound that on average, schools are nowusing between6-7 differenteducation technology (edtech)solutions. However, 66% of schools trainfewer than half of their staff on digital tools annually.

Thischallenge faced by schoolsisn’tcreated by a lack of desire to increase the use of software solutions, but rather the capacity todo so effectively.It’snot news to anyone that teachers are time-poor, but it is a significant factor in preventing them from training in new skills.

Indeed, when asked to rank their top concerns about increasing the use of digital tools, “training staff in a new system” was ranked numbertwo with78%ofrespondents,indicatingthis as asignificantconcern.

AsPriya and Sangeetaput itin their,Impact of Teacher Professional Development on Student Learning at Secondary Level, “Teacherprofessional development is not just an investment in teachers; it is an investment in the future of students.”

The impact that every teacher has on individual student outcomes cannot be understated.Therefore,itstands to reasonthat it is imperative forschool leaders toensure their staff are engaging inCPD.

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.

Asnoted in a recent, the intensity of the workload experienced by teachers isoften compounded byadministrative demands, such as excessive paperwork, datareportingand compliance requirements.When non-contact time is consumed by admin tasks, teachers grow frustrated andleft wishing they could focus onimpactful core teaching work such aslesson planning, marking,collaborationanddifferentiation.

Time spent on upskilling in edtech softwareshouldn’tbe thought of as “extra work”.It is the primary solution to easing the workload andadmin pressures.These time savings can be put back into improving student outcomes.


What are the forms of CPD for Australian teachers?

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

  • Specific course,workshopor conferenceattended offsite
  • Specific courseor workshopattended at workplace
  • Online learning
  • Observations and feedback
  • Professional conversation on teaching or learning
  • Network conversation
  • Coaching or mentoring activity
  • General reading or teaching or learning
  • Research reading or own project

With technological advancement, increaseddigitisationand growing student diversity,CPD requirements have grown more complex.

As AITSL succinctly puts it,“Digitalisation in education requires, in addition to ICT infrastructure and integration into curricula, ongoing workforce training for developing technology-rich learning and administrative environments.”

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

Using edtech to turn burdens into benefits

Part of the ongoing digital transformation ofAustralianeducationgoes beyond simply ensuring access toedtech tools, to also enabling the most effective use of them. School leaders naturally wanttomaximise their return-on-investment(ROI)of new software,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.

Software should enhance teaching, not create a greater burden. When schools rollout digital tools that are not intuitive or poorly integrated, they are not making teachers’ lives easier.With the rightstafftrainingin schools, your selected software solutions becomeaseamlessand welcome part of the day.

Further,staff who feel confident indigitalschool operationsand using tech for educationhave increased mental capacity to engage inotherCPD such as pedagogical best practice and curriculum updates.

Teachers happy to be trained in edtech tools

Practical strategies for teaching the teacher

Conductfollowups and check-ins

This is not the place for a “set and forget” approach.If new skillsaren’timplemented straight away, they are rapidly forgotten. To ensure the knowledge is embedded,your software training plan should include time to practicewhat’sbeen learnt and provide feedback.

From here you canconduct regular check-ins to see how staff are progressing andidentifyopportunities for further support or clarification.Reiterate that youaren’ttrying to evaluate them, but to confirm that the operational problem it was bought for isactually beingsolved.

Nominate a champion

In addition to external formal training, encourage peer-to-peer learning.By nominating a championfordifferentsoftware tools,you move away from the mentality of edtech being only the domain of the “IT guy”.For example, your champion could mentor small groupson specificplatforms or processessuch asmastering the91 SEQTAdashboard.

Select the right edtech providers

Not all edtech is created equal. Look foreducational technology providers whomake theprocess of implementing new software as straight forward as possible for you and your staff with customised rollout plans and ongoing support.The91 edtechecosystemisa great exampleof a true partnership between your schooland the digital future.

Unlocking the power of edtech

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, wearen'tjust ticking a compliance box; we are building the foundation for a sustainable and innovative school culture.

For more insights into how Australian schools areembracingdigitaltransformation, download our report,91state oftech in Australian education 2026.

Frequently asked questions

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

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 bandwidthrequiredto engage more deeply in high-impact teaching strategies.

How do weidentifythe rightchampion for our school's digital tools?

Achampiondoesn'tnecessarily need to be the most senior IT person. Look for staff members who are "early adopters",havehigh levelsof empathy and are respected by their peers. Their role is to translate technical software features into practical, time-saving classroom or admin benefits.It’salsoa good ideato share this role and have different “champions” for different tools or skills.

Can professional development in school operationsactually helpwith teacher retention?

Absolutely.Administrative overload isoften cited as a primaryreason 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.

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

A hybrid model isgenerally mosteffective. External providers (like the91team) are essential for theinitialrollout and for providing a deep dive into advanced features. However, internal mentoring through achampion 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.

Handy resource

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

  • Stage 1:Identifyprofessional learning need
  • Stage 2: Select and undertake learning
  • Stage 3: Apply and refine learning
  • Stage 4: Evaluate overall impact

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

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