STANDARD 2.6
Information and Communication Technology (ICT): Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
The integration of Information and Communication Technology (ICT) is a vital component of contemporary education, transforming teaching and learning by motivating students, fostering collaboration, and providing greater access to diverse sources of information (Haruni et al., 2018).
In 21st-century classrooms, technology plays a critical role in promoting deeper engagement with content and facilitating authentic, real-world learning experiences (West & Malatji, 2021).Technological literacy—defined as the ability to effectively use digital tools and skills for learning—has gained increasing significance with the rise of blended and hybrid learning environments (Ejikeme & Okpala, 2017).
Prior to placement, I completed professional learning modules through platforms such as Google for Education and Microsoft Education Centre to develop foundational skills.
I also experimented with educational platforms including Padlet, Kahoot!, and Google Classroom by creating sample learning tasks, preparing myself to design engaging, technology-enhanced lessons. During placement, I familiarised myself with the school’s preferred ICT programs and incorporated tools such as Canva and Jamboard into weekly lesson plans. Guided by the TPACK and SAMR frameworks, I designed adaptable resources to support diverse learners, sought ongoing mentor feedback, and employed formative assessment strategies to evaluate the impact of ICT on student learning.
artefact 1:
remote learning classes
Artefact 1 includes a screenshot of me teaching my class during my placement school’s scheduled remote learning days, along with an excerpt from my mentor’s feedback on the lesson. This was a highly valuable professional learning experience, allowing me to explore both the challenges and benefits of online teaching while developing my confidence in integrating ICT meaningfully into my practice.
The school’s remote learning model aims to prepare students for future university study and hybrid employment environments by requiring both teachers and students to participate in online learning days each term.Implementing effective online teaching strategies was essential in planning content for an inquiry-based learning project, Fashion Forward, which ran across five full lesson periods in a single day. My mentor’s feedback highlighted the importance of breaking the content into shorter, manageable segments with explicit teaching strategies, as students’ attention and focus were significantly reduced during online learning (Department of Education and Training [DET], 2017). This guidance helped me design lessons that scaffolded the inquiry process while maintaining engagement in the virtual environment, demonstrating my ability to plan and implement ICT-based learning in alignment with AITSL Standard 2.6.
Challenges of Remote Teaching:
Teaching remotely presented several challenges that required me to adapt my practice and reflect critically on how to maintain student engagement. Without the structure and social interaction of the physical classroom, I noticed some students became passive participants, while others were easily distracted by their home environments. It was not mandatory for students to have their cameras and audio on. Given this choice, none of the students put their cameras on which made it very difficult to interact with them or gage their interest. I navigated this by asking them to write in the comments section in the live chat or put a ‘thumbs up’ or ‘smily face’ emoji as a different form of response.Building strong teacher–student relationships was more complex online, as I was unable to rely on non-verbal cues to gauge understanding, monitor well-being, or identify early signs of disengagement.
Benefits of Remote Teaching:
While demanding, the experience of remote teaching also revealed meaningful benefits for both students and myself as an emerging educator. I observed how online learning can build students’ digital literacy and independence, equipping them with skills essential for future study and hybrid work environments.
Platforms such as Jamboard and Youtube provided opportunities for engagement, and Google break-out group rooms fostered collaboration, enabling students to engage in project-based, collaborative learning in flexible ways. For me, remote teaching fostered professional growth by encouraging experimentation with technology-enhanced pedagogies and reflective practice.
artefact 2:
digital technology as part of the design process
Artefact 2 demonstrates my capacity to integrate ICT meaningfully into Visual Arts teaching, aligning with AITSL Graduate Teaching Standard 2.6.
During placement, I guided students in using an iPad to photograph and digitally annotate their architectural models, supporting reflection, process documentation, and assessment.
ntegrating digital tools in design subjects enables students to develop skills in transforming physical products into digital outcomes. For instance, students began with a scrunched piece of paper, using it to inspire a sketch, which was then developed into an architectural concept for an outdoor environment using Photoshop.
The combined use of CAD programs and iPads streamlined the creative process, allowing students to effectively communicate their ideas without reliance on external resources.
Managing a single shared device required me to consider fairness, security, and ethical use, reinforcing my understanding of equitable ICT access.
Mentor feedback further also identified a growth area in managing students’ personal device use. Laptops and headphones often became sources of distraction, raising concerns about engagement and ethical use.