There is no doubt that technology is a powerful pedagogical tool, playing an important role in learning within and outside of the curriculum at varying levels of education. In Wales, the recent curriculum changes, and the emergence of the Digital Competence Framework (DCF) means that primary and secondary schools and teachers across are now responsible for creating "learners [who can] thrive in an increasingly digital world".To nurture digital competence in school pupils in Wales, we need to understand how teachers feel about using technology in their teaching practice and how confident they are with promoting and cultivating digital competency amongst their learners. This paper aims to give a snapshot of how teachers are feeling, particularly after a disruptive shift to moving learning and teaching online during the COVID-19 pandemic. For many teachers, this dramatic shift in their practice took them totally out of their comfort zones and presented many challenges along the way.Through findings from a longitudinal qualitative study with one school in Wales, specifically through a series of semi-structured interviews, we learn that taking risks is an integral part of changing teachers' practice with technology. Whilst COVID-19 presented many challenges for teachers, positive experiences during this period has the potential to foster confidence amongst teachers for the future. The question now is, how do we support teachers to take risks with technology and make this change in their practice?

Technology has become an integral part of our educational systems, and its importance in our schools cannot be overstated. However, digital skills, unlike other literacy skills, such as reading, writing, and numeracy, still have many discontinuities between how children use them at home versus in school. Therefore, in Wales (UK), digital skills are being promoted as part of the Digital Competence Framework (DCF) and feature highly in the new Curriculum for Wales (2022). Moreover, the new Digital Technology General Certificate of Secondary Education (GCSE) in Wales has been introduced to provide learners with the opportunity to gain a qualification that builds digital skills, knowledge, and understanding. However, this also brings many challenges for teachers, such as a lack of confidence, knowledge, and training, as well as a lack of resources and fear of change, to name a few. These challenges, in turn, have an impact on pupils’ motivation and performance, as well as parents’ ability to support their children. This paper presents a qualitative case study on the development of a new digital technology learning community for primary and secondary school pupils, their teachers, and parents in Blaenau Gwent, Wales (UK). Firstly, the paper will provide insight into what was required to establish an effective learning community, including ensuring engagement and buy-in from all stakeholders. Secondly, through the description, analysis, and interpretation of findings from two studies, the paper will highlight the impact of the DTLSN learning community on teachers and pupils in Blaenau Gwent, especially in terms of their learning and teaching.

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One of the key objectives of the Pedagogy for Employability strand of the University of South Wales (USW) Student Experience Plan [1], is the creation of 'transformational learning and social bridges' which build 'rounded self-aware students who are continually reflecting upon and refining their personal approach to their own learning within the context of a learning community' [1]. In September 2017, the Centre for Excellence in Learning & Teaching recruited a graduate intern to carry out a study to investigate staff and student digital literacy levels and the use of technology for learning and teaching across the institution.