Innovation in Language Learning

The speed of digital innovation development VS policy delays of digital use in schools, due to rapid digital innovations. How does this cycle impact school learning of under 18 year olds in primary and high school classrooms? And, how does it impact the work of teachers? The world our current students are born into now is digitally different than it was only ten years ago which results in unease of how to responsibly engage young students in learning in classrooms in the absence of formuated policies. What makes some practising teachers adapt and achieve successful learning in engaged classrooms while others flounder? To keep pace with innovation, teachers, and therefore educators of teachers, need to be informed by the contemporary needs of both students and teachers’ work. Using digital tools as an educator of children (minors) in classrooms while policies falter needs a teacher mindset of flexibility, sharing and having processes to follow to keep themselves and the students in their care safe and productive learners. Where to find guidelines for teaching with digital tools and how to seek your educational institution’s view on a range of digital tools are processes shown here to help manage this balance with peace of mind. Teachers’ mindset of flexibility and adaptation takes a collegial team of collaborative work. Practising teachers who share their experience encourage a greater willingness to learn from colleagues. This will benefit society by retaining  more teachers, stemming classroom behaviours through student engagement and give teachers the tools and processes needed in the currrency of their work. Outcomes are improved learning and teaching practices, happier schools and communities and school data to be proud of.