When I first became a Digital Learning Coordinator, I thought the role would be all about devices, apps and keeping up with the latest technology. The reality turned out to be very different. Much of the work wasn’t about the shiny tools at all — it was about people, planning and building systems that actually work.
Over the years, I’ve made plenty of mistakes and learned just as many lessons. Looking back, there are five things I wish I’d known from the start — lessons that would have saved me time, frustration and even money.
1. Start with Your Wi-Fi
When I first stepped into the role, I was eager to bring new devices into the school — iPads, Chromebooks, laptops, you name it. But here’s what I wish I’d known: none of it matters if your Wi-Fi can’t cope.
We often think about budgets in terms of the shiny new devices, but the truth is that the hidden cost of poor connectivity is far higher. I learned the hard way that a class set of chromebooks is only as good as the access points they’re connecting to. Lag, constant drop-outs or having to ask students to “wait a minute” while the internet catches up can quickly kill enthusiasm — both for teachers and pupils.
If I could go back, I would have invested time at the beginning in testing the network properly: How many devices can it realistically handle at once? Where are the dead zones? What happens when every classroom tries to stream a video at the same time? The right infrastructure doesn’t just support today’s needs — it gives you the breathing space to grow.
2. Pilot Before You Purchase
In my early days, I thought the most important thing was getting enough devices into classrooms quickly. The reality is, rushing into a bulk purchase without trialling first can lead to mismatched tools and wasted money.
I wish I had taken more time to pilot devices with a small group of teachers and students. A short trial reveals so much: how the devices handle in real lessons, what the battery life is really like, and how staff feel about using them day-to-day. Sometimes a device that looks perfect on paper just doesn’t fit the reality of your school’s routines.
Another step I would recommend is visiting other schools that are already using the devices you’re considering. Seeing the technology in action, talking to teachers about what works (and what doesn’t) and even letting students share their experiences gives you a much clearer picture than any brochure or sales pitch ever could.
Those small pilots and school visits also create champions among staff. Teachers who have tested the devices become your best advocates when it’s time to roll them out more widely. Looking back, I realise that a little patience at the start would have saved me headaches — and budget — later on.
3. Don’t Underestimate CPD
When new technology arrives in a school, it’s easy to assume the hard work is done. I certainly made that mistake. The devices are shiny, the interactive whiteboards are installed and everything feels like progress. But the real question is: how confident are teachers in using them meaningfully?
I learned quickly that hardware is only as powerful as the skills of the person using it. An interactive whiteboard can just as easily become a glorified projector if teachers don’t feel comfortable exploring its full potential. That’s why CPD isn’t an add-on — it’s the foundation.
If I had my time again, I’d start with the TPACK model — recognising that true digital integration happens when technology, pedagogy and content overlap. Teachers don’t just need to know which button to press; they need the confidence to weave technology into their teaching practice in ways that genuinely enhance learning. Supporting that through CPD pays far greater dividends than any single purchase.
4. Don’t Forget the Power of Peer Support
One of the best lessons I learned is that I don’t have to do it all myself — and neither do the teachers. Students can be an incredible resource when it comes to technology.
At first, I overlooked this. I felt it was my role to troubleshoot every issue and train every teacher. But once I started encouraging peer tutoring, I realised just how much students thrive when given responsibility. They not only supported their classmates but also helped staff with the day-to-day quirks of devices.
I’ve written before about the value of student digital leaders (Peer Tutoring), and I still stand by it: empowering pupils creates a culture where technology is seen as a shared responsibility, not a burden. It lightens the load on teachers and gives students a sense of ownership over their digital learning environment.
5. Build in Routines and Systems
In the beginning, I made the mistake of thinking I had to be “on call” at all times. Teachers would stop me in the corridor or pop their head into my classroom with tech problems, and while I wanted to help, it quickly became overwhelming. It also meant my own teaching was constantly being interrupted.
What made a real difference was setting up a simple routine for reporting issues. For us, that looked like a shared Google Doc where staff could log problems at the start of the week. It gave me space to prioritise, respond in batches and plan fixes without being dragged out of lessons.
It sounds simple, but having a clear system helps manage expectations and keeps the role sustainable. It also models good digital habits for staff — showing that technology works best when we organise and streamline how we use it.
Looking back, there are plenty of things I wish I’d known when I started as a Digital Learning Coordinator. From getting the Wi-Fi right, to piloting devices, investing in CPD, empowering students and building routines — each step has taught me that technology in schools is less about the hardware and more about the people and processes around it.
If you’re just stepping into the role, my advice is this: don’t rush the shiny purchases. Build the foundations first, listen to your staff and students and create systems that work for your school community. The technology will follow — and it will be all the stronger for it.