Safeguarding the human element in technology-supported teacher professional development

Group Submission Type: Formal Panel Session

Proposal

In recent years, education systems have increasingly turned to technology to scale up teacher professional development (TPD) efforts, particularly in response to challenges such as a growing student and teacher population, limited budget to roll out face-to-face trainings and the need for continuous professional growth. While technology offers solutions to some of these challenges by enabling remote learning on a large scale, providing access to a wealth of resources, and facilitating communication and collaboration, there are concerns emerging about the erosion of interpersonal connections critical for effective TPD.

The 2025 conference theme, "Critical Education for a Sustainable Future," calls for an examination of how teacher development initiatives can navigate technological opportunities while maintaining the essential human connections that underpin effective teaching and learning. The proposed panel will delve into how teacher development programmes have addressed these challenges by incorporating blended learning approaches that intentionally incorporate efforts to ensure that the human element is not lost in the pursuit of technological efficiency. Presenters will highlight the importance of human interaction in fostering a sense of community, enabling collaborative learning, and providing emotional support for teachers.

The proposed panel will review the characteristics of effective teacher professional development and the role of technology in building the capacity of teachers and educators. The discussion will explore the type of engagement teachers’ experience (such as individualised interactions, peer collaboration, and mentorship) as well as more broadly the emotional and social connection that is essential for fostering meaningful professional growth and sustaining motivation among teachers.

The discussion will bring together experts to critically analyse the successes and challenges of technology supported TPD in Afghanistan, Sierra Leone and Rwanda with each presenter offering varying perspectives on how to preserve critical humanistic aspects of teacher development in an increasingly digital world.

Specifically, the panellists will seek to address the following key questions at the heart of the debate:

• How do we leverage the efficiency and opportunity technology offers while also not compromising on the essential social, emotional and relational aspects that are integral to effective teacher professional development?
• Can teachers be supported to humanise their own instruction and forge deeper connections in the classroom through learning in virtual platforms?
• How can digital platforms encourage teachers to become more reflective and human-centred practitioners?

The panel will conclude with a discussion of the broader implications of the case studies for policy and practice. Based on learning and expert insight, panelists will offer recommendations for policymakers and educators on how to design and implement TPD programmes that balance the benefits of technology with the need for human connection, taking into account the diverse cultural, social, and political contexts in which these programmes are situated.

Sub Unit

• General Pool

Chair

• Miriam Mason-Sesay, EducAid

Individual Presentations

• Using technology to promote safe and respectful teacher relationships in Sierra Leone - Miriam Mason-Sesay, EducAid

• How can technology support teachers in conflict-affected contexts to be reflective practitioners? A case study from Afghanistan. - Anne Njogu, Mott MacDonald Cambridge Education; Jan Madad Madad, UNICEF

• Can technology spark teacher change? An analysis of blended, school-based foundational learning TPD models in Rwanda - Sofia Cozzolino, Cambridge Education