Ask a teacher what they'd like, and this answer wouldn't surprise you:

"Not getting bogged down in paperwork when we should be focusing on teaching - which is what we enjoy"

What might surprise you is that those were the words of Ginetta Chiodo, a teacher at Luther Australia.

Prompted by a colleague's visit to Victoria in Australia, I've been looking at what the differences are in attitudes and approaches. (My colleague, Chris Poole,  is visiting to talk about the work we've been doing on the Building Schools for the Future programme, which has a potential to help transform education outside of the UK too). Some of the fundamental issues are the same - overloaded teachers having teaching time stolen for paperwork; a need to link to parents; making informed decisions based on data.

So, you might find this video of interest - it looks at case studies of Learning Gateway in use in various schools and colleges in Australia.

Cheryl Baulch, Principal of Box Forest College in Victoria, explained: “We knew that, if we were going to engage our students, they needed relevant, up-to-date ways to learn and stay on top of their studies.” The technology systems themselves needed to be better integrated and more accessible, otherwise too much class time was wasted hunting for resources or applications. And with no common policies regarding storing assignments or processes for sharing teacher materials, IT management and workload was increasing too

You can watch the video, or read the case study.

Not every case study from outside of the UK is of relevance to our education system, but the parallels that exist to Australia are striking. And besides, it's always nice to know that a problem shared is a problem halved...