This paper outlines how digital technologies support innovation in teaching and learning the English language across Palestinian Higher Education Institutes. A European project collaborated to build staff capacity in knowledge and skills, shown here through the redesign of curricula, pedagogical training, the design and implementation of interactive textbooks, the creation of language labs, helping to develop expertise in creating and utilising Open Educational Resources (OER) and significantly, the development of individual agency as a form of OER. In this paper, we draw on three years of data to present a model for teacher innovation showing how digital innovation is firstly "personal at a practitioner level" and shaped by need, before becoming driven by "collaboration at an organisational level" with like-minded colleagues. Shared practice at this level can lead to community discourse through practitioner networks, which in turn can lead to dialogue initiating instances of "organisational change". This resonates with literature which shows innovation has three outcomes: "originality" (practitioner-based agency); "scale" (going beyond the site of creation) and "value" (how this produces benefits for others). We perceive that the resulting capacity-building extends beyond the redesign of curricula mentioned to professional enrichment, collegiality through cascading innovation to other areas, and enhanced practitioner agency.