Mr Hood marks test papers at home and creates digital lesson structures to display on his school's interactive whiteboards.

He said working from home helped ensure he could meet his family commitments.

''Because I do so much digital work, it means that I've got the flexibility to choose where I want to work, so if I have to come home because my daughter's got a dance lesson or soccer training, if I'm halfway through something I can stop it and then resume it again digitally,'' he said.

Mr Hood, who also acts as his school's IT coordinator, said the adaptable and portable nature of working digitally could help teachers maintain a work-life balance, and he advocated the use of technology to create lively and engaging lessons for students.

But he was aware of the potential pitfalls of being able to work anywhere, anytime.

''When you bring it home, sometimes you lose sight of the self-regulation you have to put in place.''

Mr Hood said there was a danger that without appropriate monitoring, being compelled to create digital content could simply add to teachers' existing workload and he admitted he sometimes overdid it.

''Generally I think most people in teaching, because they're so generous with their time, would do way too much … it's a hard one to say when to stop,'' Mr Hood said.

He would often take work home in his previous role as senior manager of an IT company, but he said teaching offered less room to negotiate deadlines.