International School Tech: Overcoming Challenges and Maximizing Benefits

Sometimes it feels like we are working in an international school with the worst technology available. Looking around, teachers only see laptop computers and iPads that are so outdated that their battery life is almost non-existent. These schools might also have interactive whiteboards that are not so “interactive” anymore, and staff just use them as overhead projectors instead.

Some international schools even have teachers who are scared of technology. They think they can’t or don’t need to use it; depending on the staff they work with to “take over” when a certain technology is needed for a lesson.

It is not fun being demotivated by technology that depresses you, confuses you, or just plain doesn’t work.

On the flip side, many of us are working at international schools that are well-resourced with the latest technologies.  Everywhere a teacher looks, there are new technologies popping up around the school. Maybe there’s a teacher down the hallway who is using a new App and having success, thus inspiring and prompting the other teachers to quickly get that app on their devices as well. Exciting times!

These “technology-friendly” schools typically have an inspiring group of ICT teaching professionals on hand who are making sure the technologies are being used (and used effectively, for that matter). The ICT teachers educate the students AND the teachers on how to use these technologies in an educational setting. Furthermore, they also collaborate and team-teach classes with classroom teachers during lessons that integrate the use of technology.

Cool technology is great in schools, but there’s a downside. If the technology is not literally in your classroom all the time, it is often not being used to its full potential (meaning the impact it can have on the students’ learning). Having all technologies available in EVERY teacher’s room is just not a reality in most (all?) international schools.

But there are dream stories that do happen. I heard a real story about a private international school situated in the mountains in Switzerland. This school wished to have some new computers, and surprisingly, one of the parents came to school the next day, bringing with her many Mac computers (you can assume they were the latest version as well). There were enough new computers for all the students at the school (the school’s population wasn’t that large by the way).  Now that’s a nifty 1:1 programme that the school just adopted!

Not all international schools are so lucky, though, and their teachers are left with years-old technologies to use with their students, with little to no hope of a plan to upgrade everything (I mean it costs thousands of $$$ for schools to even try and stay up-to-date!).

It is also a time-consuming job to keep a school updated with new technology.  There needs to be a clever person in charge, and one who has a master plan on how to fund and organize a school’s technology resources. The big question then is which international schools have just gone through an overhaul of their technologies, and which ones are currently at a standstill?!

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Luckily, International School Community has a comment topic on our school profile pages related to figuring out what technology an international school has and how they use it, so you can stay as informed as possible. It is called: “Describe the technologies available at the school and how people are/are not using them.“

Our veteran international school teachers have submitted a total of 795 comments in this comment topic (March 2026).  Here are a few that have been submitted:

“Classroom PCs and overhead projectors desperately need an upgrade. You get a hand-me-down laptop when you start at the school. When teaching, you have to connect your laptop to the birds’ nest of cords lying on the classroom floor near the teacher’s desk. Chalkdust covers the cords. And yes, the classrooms use chalkboards, similar to the 1970s. There are only a handful of Viewsonic TVs in use in the classroom, not enough to say the classrooms are high tech in any case…” – I-shou International School (Kaohsiung City, Taiwan) – 90 Comments

“The technological setup is usually projectors, with Mac and Apple TV connectivity. Most staff use Macs as a result. These are loaned out for the school year. These are supported by the use of iPads (by learners) and a decent WiFi connection (built-in VPN for Chinese-blocked websites). Some classes have Smart TVs and touch screens, although these are limited due to the impending move to the new campus. There are standard printer facilities available as well, with a direct connection via the WiFi system…” – Utahloy International School (Zengcheng) (Zengcheng, China) – 134 Comments

“You are provided a MacBook or iPad, which version will depend on the grade level and availability. Students from grade 4 and up bring their own device (Apple products are highly suggested). You will at least have a projector in your room, but not necessarily a smartboard…” – American International School in Egypt (Main Campus) (New Cairo City, Egypt) – 76 Comments

“All classrooms are equipped with a desktop PC and an interactive whiteboard. The school Wifi connection is sometimes slow. There is a Primary ICT room as well as 2 Secondary ICT rooms. There are 3 iPADS available for teachers to use. Use of technology has not been a huge focus, and investing in more iPads would be great…” – International School of Seychelles (Victoria, Seychelles) – 53 Comments

11 International Schools that have a Supportive Environment (Part 2)

When there is a supportive environment at a school, then everyone thrives.

But times can get stressful, and things can change at the last minute in schools, which can cause teachers and other stakeholders to seek help and support.

If there is a supportive environment at a school, then these stakeholders are likely to lend a helping hand to others in need.

There are many stressors at an international school: new students starting all of the time (some that are even new to English), endless meetings (sometimes not so useful for everyone), workload, having to reply to concerning parent emails, etc.

During the COVID-19 pandemic, all stakeholders at the school really needed help and support to cope with all of the changes (sometimes very last minute!) to how your school runs its day and teaches its students.

But luckily, there are some international schools out there that have quite nice and supportive environments for their students, teachers, staff, and parents.

So, which international schools then have these supportive environments for their stakeholders? Can you guess which countries/schools around the world would make for the best supportive conditions?

Luckily, ISC was designed to help international school teachers find the information they are looking for. Using the Comment Search feature (premium membership needed), we found 250 comments that had the keyword “supportive” in them. Here are 11 of them:

Israel

“The school is very supportive if a staff member has a true emergency or family situation. In terms of staff morale, the school is not strong in that area…” – Walworth Barbour American International School (54 total comments)

Morocco

“The onboarding is very supportive. The HHRR staff are consistently available and able to resolve questions and disperse anxieties…” – George Washington Academy (119 total comments)

Namibia

“The school promotes professional development, community events, collaboration opportunities, and a supportive culture focused on kindness and mutual respect…” – Windhoek International School (88 total comments)

Kenya

“Be ready to work collaboratively and stay flexible. Teamwork is highly valued here. The environment is supportive, and if youre proactive, youll thrive both professionally and personally…” – Braeburn Mombasa International School (31 total comments)

Image by Elegance Nairobi from Pixabay

China

“As a member of staff here, you will be made to feel welcome no matter where you are from. The team is very friendly and supportive…” – Lycee Francais de Shanghai (82 total comments)

Japan

“Recently, I went through a very positive interview process with a GKA. From the first meeting, I was introduced to some wonderful people and really enjoyed connecting with them. I was asked to do a demo lesson via Zoom, which went better than I had anticipated. The students were quiet but kind, and the staff were supportive and helpful throughout…” – Gunma Kokusai Academy (73 total comments)

Myanmar

“One of the really nice and supportive things at the school is the IT department. Anytime a teacher has a problem with the school computer OR their personal computer, the IT staff responds to the classroom almost immediately. They have successfully addressed any computing problems for which I have called them…” – Ayeyarwaddy International School (161 total comments)

Uzbekistan

“Very supportive community. I guess since this is a community school, there is no corporate pressure…” – Tashkent International School (88 total comments)

India

Leadership Support. The school is led by a diverse leadership team that emphasizes creating a supportive and inclusive environment. This leadership approach fosters collaboration and ensures that staff feel valued and motivated…” – Pathways World School (47 total comments)

Image by Raj Mohan from Pixabay

Pakistan

“Most parents of students are very supportive and positive about both the education of their children and the socialization provided. Supports are in place for new incoming students, both with teachers/advisors and peers…” – International School of Islamabad (63 total comments)

United Kingdom

“Native English speakers are not required. Poland is not a fully LGBT friendly country, but the school is fully supportive. Local teaching staff mostly have master’s and doctorates, even teaching assistants. and make up about one-third of the population. The rest are mostly American, then other Europeans, and a mix of other continents and countries. Foreign staff turnover is a normal mix of short and mid-timers, though the school has more long-timers than average…” – International School of Krakow (64 total comments)

Lesson #2 at International School Hiring Fairs: ‘Energy is eternal delight’ – so its opposite is…?

“Energy is eternal delight” — so its opposite is…?

“(h/t to William Blake who, though dead, deserves eternal credit for the eternally delightful maxim.) If, like mine, your own heart seems to pump more espresso than blood, then it may be important to consider the energy coming from those interviewing you.

I’m not saying interviewers need to be manic or anything; I’m just saying a lack of excitement, of a sort of buoyancy—of even a decorously restrained intensity—when discussing educational vision while courting for a temporary professional marriage may be, well, a screaming red flag.

Granted, the interviewers are stuck in their hotel rooms interviewing candidate after candidate for many more straight hours than the candidates themselves, but still—we’re all teachers, current or past, so we should be pretty good at keeping our energy level up whenever a professional client enters the room, be it classroom or hotel room. The short version? Beware the droopy interviewer, and put a gold star by the inspired/inspiring one. You are, after all, bound to be sitting in many more meetings with them if you sign the contract to work with them. If they’re sleepy, chances are you’ll be a sleepy worker with them. But if they’re exciting—in a way that rings true (and we all have what Hemingway calls a “shock-proof sh!t-detector,” don’t we, to distinguish real from fake excitement, yes?)—then consider fishing your pocket for that ring, and dropping to your knees on the spot.”*

There really is nothing quite like stepping into someone’s hotel room for an interview. When you pause to think about it, the entire setup feels a little strange. Recruiters are often confined to the same room for the whole day, interviewing candidate after candidate, so it’s understandable that energy levels may dip. Still, there are ways administrators can improve the experience.

Simple changes can make a difference. Bringing along school materials—logos, photos, or a slideshow—can help the room feel less sterile and more representative of the school itself. Shifting the interview format toward a more conversational tone can also help, even something as small as offering tea or coffee. Some schools might even take the discussion on a short walk around the hotel, inside or outside. That last idea may sound unconventional, but recruitment fairs are already unusual environments. A little creativity could benefit everyone involved.

Most of us have experienced interviews where the interviewers appear disorganized or only vaguely aware of who is sitting in front of them. Some seem confused or out of sorts, unable to project any genuine enthusiasm for their school. As Clay Burell points out, however, these logistical flaws shouldn’t matter if the person is truly excited about their workplace. That excitement—or its absence—should be clear. If administrators don’t seem to enjoy working at their school, it may be a red flag worth noting.

At the same time, it’s important to account for cultural differences. Some international schools, particularly British international schools, tend to operate with a more formal, reserved style. That seriousness can easily be mistaken for boredom or lack of passion. In reality, the school may be a very engaging place to work once you’re there, with colleagues who are lively and enjoyable in less formal settings.

The takeaway

At international school recruitment fairs, pay close attention to how engaged your interviewers appear. Energy is hard to fake, and sustained enthusiasm usually reflects a healthy working environment. While cultural context matters, consistent disengagement often tells its own story. The people interviewing you today are the people you’ll likely work with tomorrow—and their energy may offer an early glimpse into what that future could feel like.

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