Huge amounts of funding have been devoted to the provision of technology in education and much research has attempted to evaluate and measure its impact. However, a vast amount of the theoretical work, for example about the affordance of ‘new technologies’, is almost entirely speculative. Whilst Government agencies in many countries and policy makers are constantly seeking some justification for the monies spent and for models of effective practice, very little research has focused on expert teachers who make some use of technology. New technology provides excellent opportunities to support the process of knowledge building; however, the successful use of these tools is dependent upon the instructor and the design of the instruction (Reynard, 2008). Therefore, investigating how expert teachers use technology in their teaching is a vital tool in our efforts to improve the use of new technologies in the classroom. In the same vain but in slightly different context, Sternberg (1997) in his work on expert professors who teach introductory psychology and have written textbooks for the course, argues that the best help comes not just from experienced instructors who have taught for many years, but from those who have thought deeply about the course and come up with new and exciting ideas about how to teach it. This paper presents evidence of expert teaching in infant, primary and secondary schools, exploring how expert teachers have adapted technology to produce highly effective practice alongside some of the factors that motivate these teachers to ‘innovate’ in the classroom.

This Becta funded study presents data from 60+ semi-structured interviews with a range of teachers nominated by their schools as ‘outstanding’ in their practice, alongside in-depth case studies with a sub-sample of these. The teachers range from being enthusiastic beginners to experienced experts at using technology in their teaching. They share a passion for excellent teaching and continue to pursue new ways to integrate technology to fundamentally improve teaching and learning. The paper discusses the ways in which teachers use ICT to adapt and improve their teaching and illustrates some of the personal, social and pedagogic influences behind this. The findings supports Hattie’s (2003) view on expert teaching and goes on to suggest that, whilst expert teachers can be distinguished by the creative ways they respond and innovate in the classroom, this adaptation is as much about recognising their own professional needs as it is about engaging learners.

For outstanding teachers, ICT in the classroom is seen as essential to 21st century teaching because of the important role it plays in motivating students. In addition, they see technology as an inherent part of the students’ every day life, and its use in the classroom makes the school experience more current. It also represents an important means by which expert teachers are able to challenge themselves, as well as reflect on and develop their own practice. Interviews with expert teachers extend our understanding and provide insight into innovative teaching and their motivation to integrate technology. The research demonstrates the variety of ways in which expert teachers are able to adapt the use of tecnhology.