STANDARD 4.5
Use ICT safely, responsibly and ethically: Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
artefact 1:
school intranet
The safe, responsible, and ethical use of information and communication technologies (ICT) is essential in modern teaching and learning, where digital tools are deeply embedded in curriculum delivery and classroom practice. The key issues I have identified include privacy and data security, as schools increasingly store sensitive student information such as attendance records, personal identifiers, learning analytics, and well-being notes. Teachers must ensure these platforms are used in ways that protect student confidentiality and comply with privacy regulations (Pulijala et al., 2024).
Artefact 1 are screenshots of school intranet portals, which I regularly engaged in during my professional placements. These contained confidential information, including class rolls, student behaviour notes, and policies.
One school used a discreet coloured dot system to indicate classroom support needs, behaviour concerns, or mobile phone permissions. This allowed staff to remain informed without publicly identifying students, reinforcing the need to handle such information with care. I ensured that class rolls were never projected on the classroom screen when marking attendance, particularly as the same platform was used to display lesson materials to students.
Another ethical challenge I encountered was the use of my personal laptop for school-related tasks, including storing photographs to familiarise myself with students, confidential notes from parent-teacher interviews, and email communications. While this practice facilitated engagement and efficient organisation, it also raised significant concerns about data privacy and security, as I was unable to fully model best practice in a secure ICT environment. This experience deepened my awareness of the ethical responsibility to safeguard sensitive student data.
In line with professional expectations, each school I attended required completion of ICT safety modules during staff induction. These modules outlined codes of conduct and procedures for safe ICT use, such as managing photo permissions, storing Nationally Consistent Collection of Data (NCCD) information securely, and adhering to policies on digital communication. I was encouraged to engage with sections of the staff portal dedicated to digital wellbeing for both teachers and students, which provided guidance and established a zero-tolerance approach to misuse.
These measures reflect Victoria’s Digital Learning Policy, which emphasises the role of digital technologies in fostering safe, ethical, and effective learning environments (Victorian Government, 2023).To support the safe and responsible integration of ICT, teachers must embed digital citizenship education into learning activities, explicitly teaching students about online safety, respectful communication, copyright, and data privacy (NCCA, 2020).
This aligns with Black and Wiliam’s (1998) research highlighting the importance of feedback and student engagement in shaping learning behaviours. Teachers should also model appropriate ICT practices by demonstrating correct attribution of resources and by using secure, vetted digital platforms for instruction and assessment (AITSL, 2017). My experiences navigating the ethical complexities of intranet portals and personal device use have strengthened my resolve to ensure both my practice and my students’ technology use prioritise privacy, wellbeing, and professional standards.
