I undertook this Collaborative Action Research study, following the identification of a problem raised by students in a school survey regarding the lack of ICT use by teachers in their teaching. It was a focused, practitioner led study, rooted in the world of teacher practice. There were two main phases to this research. In the first phase two groups of teachers collaborated in creating OneNote classroom based assessments (CBA) templates through an adopted approach to teacher ICT professional development, the “collaborative apprenticeship model”. Findings included positive claims regarding productivity due to the type of collaboration teachers engaged in becoming a community, with the possibility of becoming a Community of Practice. Positivity too regarding the innovative ability OneNote offered teachers to carry out student assessments. The second phase occurred when, in March 2019, COVID-19 forced schools to close with little time to prepare for the transfer of teaching online. There was an urgency to prepare teachers for online teaching. This resulted in an altering of my research question replacing “teaching” with “online teaching” and the delivery of a training intervention to address staff needs to teach online. Findings indicated that teachers felt more prepared and less anxious for the transfer online. Post closure a need was identified to conduct a staff survey to gather data on their online teaching. One key finding from this was the issue of lack of engagement by many students online. This led to conducting a student survey. Findings showed that students struggled with engagement as a result of poor Wi-Fi, lack of access to technology, responsibilities at home and the overload of homework which overwhelmed them.