Rob is a marketing strategist blending expertise in IT and e-business. He leads NGA's marketing and communications directorate, overseeing marketing, web, communications, governance development, and customer service operations.
He was able to share his insights on the strategic use of technology in schools prior to his engagement at the Schools & Academies Show London. Here are Rob’s thought on how leadership can best harness the use of tech for the benefit of their school’s.
What role does leadership play in setting clear norms and expectations around the use of technology in schools?
Leadership plays a vital role in shaping the way technology is viewed, introduced and embedded across a school or trust. Clarity from the top about why technology is being used and how it aligns with wider priorities – can be the difference between meaningful adoption and disengagement. Effective leaders ensure technology is not just about tools, but about trust, training and long-term planning. At NGA, we consistently see that strong governance is rooted in a shared vision. That same principle applies here: technology must be woven into strategic leadership, not treated as a standalone solution.
2.Leading with Purpose
How can school and trust leaders ensure that the use of technology is consistent, purposeful, and aligned with broader educational goals?
The most effective technology use begins with purpose, not product. Good leaders start by asking what issue they are trying to solve – be it access, workload, communication, or curriculum delivery – and then work backwards to consider which tools support those goals. This requires discipline and strategy: aligning technology use with improvement plans, ensuring consistency across departments, and building staff confidence along the way. Leaders must ensure that implementation is practical and focused, rather than reactive or trend-driven. Purposeful tech use is often quieter - but it’s far more sustainable.
3.The Confidence Gap
What are some of the common challenges faced by staff who lack confidence in using technology, and how can leadership teams best support them?
Lack of confidence often stems from time pressure, lack of clarity, and fear of failure. When digital tools are introduced without proper support or without a clear explanation of their value, staff can quickly become resistant – not because they’re unwilling, but because they feel unprepared. Leaders should provide training that is relevant to roles, offer structured time for development, and promote a culture where experimentation is encouraged and mistakes are part of the learning process. Communicating clearly, listening to feedback, and using peer-led support are all ways to bring less confident staff into the conversation and into the strategy.
4. Bridging the Digital Divide
How can governing boards and trustees support leaders in making sure that access to technology is equitable for both staff and pupils?
Equity in EdTech isn’t just about who has a device – it’s about who has the skills, support, and infrastructure to use it effectively. Governing boards should be asking questions about digital access across the school community: Who may be excluded? What assumptions are being made about digital literacy or home access? How are we resourcing training and support fairly? Boards can also play a role in holding leaders to account for the sustainability and inclusivity of their digital strategies. At NGA, we stress that good governance must reflect community understanding, and this is especially true in the digital space.
5. Professional Development
What does good training and development look like when it comes to building digital confidence and competence across a school or trust?
Training that builds digital confidence should be hands-on, contextual, and ongoing. One-off sessions rarely stick. What works best is training that is tied to day-to-day tasks and aligned with wider objectives – whether that’s improving communication, enhancing curriculum delivery, or streamlining reporting. Staff are more likely to engage when they see direct benefits to their work. Peer-led sessions, embedded CPD, and access to practical examples all help make training more effective. Trust leaders need to invest not just in software licences but in the professional capital required to make the most of those tools.
6. Long-Term Thinking
How should schools and trusts approach long-term planning around technology, given the pace of change and ongoing budget pressures?
Digital strategy must be part of wider organisational planning, not an isolated line item. Schools and trusts should be thinking several years ahead: what infrastructure needs refreshing? What skills will we need to build internally? What data protections and policies must be in place? Long-term planning should also consider risks: reliance on single platforms, unclear procurement processes, or the potential for widening inequalities. As funding pressures continue, the role of governance in scrutinising tech investment becomes even more important. Sustainability, not novelty, should be the guiding principle.
7. Final Thought
What’s one piece of advice you’d give to leaders looking to create a positive and sustainable digital culture in their school or trust?
Focus on people first. No matter how sophisticated the technology, it’s the school community – leaders, staff, pupils, and families – that determines whether a digital culture takes root. Invest time in building shared understanding, in listening to concerns, and in showing how technology can enable, not replace, good practice. The most sustainable digital cultures are those grounded in values, clear communication, and strategic thinking. At NGA, we’ve seen how alignment between leadership and governance can make the difference between EdTech being viewed as a challenge and it becoming a genuine opportunity.
