Roisin Fulcher of Avitor featured in the Business Post's Focus On Digital Education.

 

Making class tech work for all involved

Whether seated in a primary or secondary school classroom, students today encounter a vastly different technological landscape than previous generations did. Interactive whiteboards, wireless casting and collaborative platforms have become commonplace, even expected.

For the schools, though, the journey to effective implementation remains complex: budgets need to be balanced and sustainability concerns considered. Most of all, they have to consider the impact of technology on educational outcomes, as well as ensure teachers can harness the tools.

Consequently, educational technology stands at a critical juncture: institutions are increasingly moving away from problematic and fragmented technology approaches in favour of things like integrated display solutions. These systems promise to transform how students learn and teachers teach, representing not the replacement of traditional methods, but their strategic enhancement.

Operational challenges often plague modern classrooms, where disjointed technology creates constant frustrations and bottlenecks that undermine educational effectiveness.

“Certainly initially, the projectors did tend to be slightly larger, but they had issues in bright or sunny conditions,” said Róisín Fulcher, educational technology specialist at audiovisual supplier Avitor.

“Ireland adopted the touchscreen projector initially, but they were good only until you had alignment issues – you tap somewhere but it’s not aligned.”

Avitor distributes interactive displays from Smart Technologies, whose Android-based systems are available in sizes from 55 to 86 inches (139.7 cm to 218.44cm) and aim to address these issues. Featuring 4K resolution, anti-glare coatings and wireless casting from devices like laptops, tablets and Chromebooks, they are designed to be more reliable and user-friendly.

Cost and sustainability were key concerns, Fulcher said.

“The screens can be produced much more cost-effectively, so budgets are not prohibitive. Everybody is conscious of sustainability; we don’t want them to go into a landfill, or even recycling, after three years,” Fulcher said.

Modern display systems come with extended warranties and the ability to add hardware upgrades, addressing previous concerns over devices becoming obsolete in just a few years.

The regulatory landscape is accelerating this technological transition. The EU has announced that, as of January 2026, educational institutions and businesses can no longer purchase lamp-based projectors or replacement lamps, effectively mandating a shift away from traditional projection technology.

“The dream scenario is that the tech fades into the background”

This directive, driven by environmental concerns over mercury content in projector bulbs, means schools must consider their technology choices sooner than many had planned. With classrooms across the continent still relying on aging projector systems, this new regulation has created both urgency and opportunity – pushing educational institutions to invest in more sustainable, longer-lasting display solutions while ensuring they’re not left scrambling for alternatives as the deadline approaches.

Implementation and integration

Despite significant investment in classroom technology, many schools struggle with underuse of their interactive display capabilities, and the most sophisticated hardware means little without proper implementation and professional development.

“From my perspective, even when the hardware is in place, there’s a lot of functionality in the screen that isn’t always being used,” Fulcher said.

“There’s no blame on teachers – they are often using the screens as they would traditional tools, and they’re under immense pressure to deliver the curriculum.”

This challenge highlights the critical need for training and support to help educators integrate these new tools effectively into their teaching practice.

Professional development, including classroom observations and tailored training sessions, is proving essential to unlocking the full potential of this technology. One example of a platform designed to foster a truly collaborative experience is Lumio, which allows students to connect and interact with content in real-time.

“You can have up to nine students sharing at one time, and there’s the ability to broadcast down to a personal device, if you have a student who has a visual impairment,” Fulcher said.

“It’s a real increase in accessibility for the students.”

These collaborative capabilities represent a fundamental shift from traditional classroom dynamics, enabling multiple students to interact with content simultaneously, while supporting diverse learning needs.

The funding landscape for this technological evolution is supported by government departments that release ICT development funding for schools, though institutions retain autonomy over spending decisions. This allows schools to choose solutions that best fit their unique needs and budget.

Yet for all the technological advancement, the fundamental philosophy behind successful integration remains human-centred.

“As a former teacher, I don’t want to see tech dominate the classroom,” Fulcher said.

Instead, technology should be seamlessly integrated, where technology enhances rather than overshadows educational relationships. Interactive displays represent a strategic investment that, when properly implemented and supported, can improve classroom engagement, enhance accessibility and elevate the learning experience.

The result, Fulcher said, was a model that served students and teachers, as well as educational outcomes, more effectively than ever, by ensuring that technology was a tool for learning, not a distraction from it.

“The dream scenario is that the tech fades into the background,” she said.

 
Mark