The rapid advancement of technology has completely revolutionised the way we live, work and learn. 

For schools and trusts, this means ensuring the software and hardware in place are fit for purpose and suitable for both students and staff on everything from online learning environments to databases, tablets and digital whiteboards. 

Doing this is no easy task, though - it often requires large quantities of time, money and complex digital transformation projects that have major implications for everyone in the school or trust. 

So, how can these be managed best? Four models can be used and each has pros and cons: so here’s what you need to know. 

1. Direct method

The direct method is the most straightforward approach to digital transformation, as it involves implementing new technology across the entire school or trust at once.

For example, a school might purchase new laptops, tablets or interactive whiteboards for all classrooms and provide training for all teachers on how to use the new technology over the course of a week or two.

The direct method can be beneficial in several ways. It helps schools catch up with the latest technological advancements and provides students with the tools they need.

Additionally, it can lead to cost savings in the long run as schools won’t need to continue maintaining outdated technology, and it allows them to streamline their systems and processes.

However, this model requires a significant financial investment - one school transformation partner quotes £250,000 per school for their transformation service.

What’s more, it can be overwhelming for teachers and students who may not be accustomed to the new technology as they will have little to no time to practice using it. 

2. Pilot schemes

Pilot schemes are a more gradual approach to digital transformation that involves implementing new technologies and systems in a small group of classrooms or a single department first, before expanding the technology to the rest of the school or trust.

For example, a school might choose to pilot a new online learning platform or a new student information system in a single classroom or year group before expanding it to the entire school.

School pilots can be a less risky approach to digital transformation as it allows schools and multi-academy trusts to test out new technology on a smaller scale before committing to full-scale implementation. This approach also provides opportunities for feedback and evaluation, allowing schools to adjust their transformation plan and choice of technologies as needed.

Additionally, it can be less overwhelming for teachers and students as they only need to learn one new system at a time unlike Big Bang migrations, where teachers and students will have to learn everything in one go.

However, it does mean running different products and platforms at the same time within the estate and having to manage the pilot, assess it and evolve accordingly - not always easy for busy IT staff and teachers involved in the pilot to engage with.

3. Parallel transformation

Parallel transformations involve running both the old and new systems concurrently for a period before fully transitioning to the new system.

For example, a school might use both the old and new student information system simultaneously for a term before fully transitioning to the new system in the new academic year.

Parallel transformation can be an effective approach to digital transformation as it minimises disruption to the existing system and allows for a smooth transition. It can also help to identify and address any issues with the new system before fully transitioning. 

However, this method can also be resource-intensive, as schools may need to invest in additional hardware, software and staff resources to run both systems simultaneously. 

4. Phased transformation

Phased transformation involves implementing new technology and systems in phases, starting with one or a few departments or grade levels and gradually expanding the technology to the rest of the school or district. 

This approach can help to manage costs and minimise disruption while still ensuring that the benefits of technology are realised throughout the school. 

However, this approach can take longer to implement and can be more challenging to manage than the other methods. 

Choosing the right approach

Choosing the right approach to digital transformation will depend on several factors, including budget, resources, the school’s culture and the goals of the transformation.

As such, it’s important to work with a team of educators, IT professionals and other stakeholders to determine which approach will work best for your school.

From the perspectives of a computing student, an IT professional and now a computing teacher, I have witnessed the use of all four approaches to digital transformation.

When I was in secondary school, leaders decided to run a pilot scheme to see if a specific operating system (OS) was appropriate for use within the school and there were two computer rooms running the new OS.

This was very beneficial as the school quickly found out that it was practically unusable within the school, which saved the IT team hours of headaches trying to revert to the old system.

When I worked in industry, I was involved in a parallel transformation project for a small charity.

This project resulted in a phased approach as the time and financial costs required grew to the point where it was agreed that migrating small parts of the organisation to the new system would allow more effective staff training and prevent costs from rising further. 

My current school is currently in the process of a full on site to cloud digital transformation and the trust has opted for a Big Bang migration where the school will complete a migration week as systems and services move to the cloud. 

As a teacher, this approach will result in major disruption during the migration week as all staff within the school will have to go “acoustic”, where there are no IT facilities or systems available and everything is paper-based, as all current IT systems and devices will not work during this time.

Regardless of the method chosen, a successful digital transformation requires careful planning, effective communication and ongoing support for teachers and students.

It’s essential to invest in training and support to ensure everyone is comfortable with the new technology and it is being used effectively to enhance the learning experience.

Alexander Davis is the head of computing at Q3 Academy Tipton in the West Midlands. He is currently writing a dissertation on digital transformation strategies