In March 2020 my colleague Katierose Deos and I published our first book with Heinemann in the US. For us, this book was necessary to fill a gap in the conversation being had about technology integration. We were seeing very clearly from our ongoing work with teachers and schools that there was a lot of thought going into resourcing, or curriculum design, or training as individual, independent areas of development, but very few organizations or leaders were recognizing the interdependent and interconnected nature of these elements. How can a curriculum embed technology in a meaningful and sustainable way, without considering what resources are available, or lacking? How can schools plan effective and targeted PD for teachers, without a clear vision for technology’s desired role and purpose in the classroom? How can infrastructure ever be fit-for-purpose, unless there is a strong collaboration between technical and pedagogical technology planning and implementation?

Ultimately, we realized that the question of how to integrate technology effectively in any context could never be a question of what a school or teacher has, but about how it’s used. And how it’s used it depends on so much more than just curriculum, or just devices, or just pedagogy. It depends on having a purpose-based and student-centered approach to integrating all aspects of technology in learning.

There is no one-size-fits-all when it comes to technology integration: meaningful development and classroom practice is all about context, and the specific needs and challenges facing students, teachers and organizations within it. Integrating Technology offers a framework that leaders and organizations can use to assess their strengths, needs and challenges, and take steps to create a holistic and sustainable plan for technology integration, with student learning at the core.