IDEAL Future Work Package 2 Report

48 that of digital teaching and learning. Interviewees voiced the importance of critical digital pedagogical skill in terms of supporting teachers to analyse various technologies in terms of their appropriateness for the context in which they are teaching. the education system was not ready to innovate both in terms of curriculum content and in terms of integrating technology into teaching. To be ready for such changes, the respondent believes that there is a need for very smart/trained teachers and disciplined students, where all actors in the learning process understand the contribution, rather than looking for "easy ways". (LV in-service teacher 7 years) …recommends not to fall into stereotypes about the "good old days", but to embrace the transformation of education and be ready to transform with it. (LV leader of preschool 3 years Furthermore the need to be skilled in integration of technologies into teaching in a seamless manner was deemed as key as was evidence based approaches to doing so. Management skills, ability to foresee plans "A" and "B". Skills to balance the digital and the non- digital, so that students don't rely too much on technological tools but can't do the situation themselves.(LV future teacher 28) Problems arise when technology is introduced willy-nilly in all areas of learning. (LV future teacher 23) There are so many possibilities now that teachers use technology in a self-serving way, without analysing and justifying its contribution to learners. On the other hand, there is much more opportunity for learners not to think and not to exert themselves - the software works out mathematical equations, writes thoughts, etc. (LV in-service teacher 7 years) I think just making sure that I'm using technology correctly in the classroom and not just using it for the sake of kind of using it. Umm, so just making sure it's relevant to what I'm doing as well. That's definitely important. (IE P10) A knowledge of how they can embed it into learning and how we can support the child, how it where it stands within the curriculum. (IE P16) A complex picture of how to balance technology with the requirements of the curriculum as well as the ethical use of technology was painted. All the different platforms out there like, you know, taking all their data and using it for their own marketing purposes and so forth like maybe we don't understand all that as much as maybe we should. (IE P9) These tech companies have such kind of poor uh track records with like justice issues in terms of like where they source their materials, their labour, what they do at our data like in my ideal beautiful future about technology in education, we have a much more kind of like public and like accessible thing going on (IE P24) There was a recognition for skills in digital teaching and learning to form a discussion about a vision for teaching and learning in the future and the role of digital technology within this frame. The teachers need to be shown the big picture rather than this is it's totally new way of doing things, we should speak about this is what teaching and learning is today. (IE P25) The need to develop teachers as pedagogical researchers and to be able to interpret evidence to support their digital learning and teaching decisions was reinforced in the context of digital learning and teaching. In addition to formal research critical skills of observing digital learning practice and how students engage with such is key