How to integrate Technology in the Elementary classroom?

Online Professional Development Workshop | Primary / Elementary Education

Proposed Professional Development Duration: 10+ hours

Recommended Australian Professional Standards for Teachers (APST): 1.5.2, 2.1.2, 2.5.2, 2.6.2, 3.3.2, 3.4.2, 5.1.2

Short Workshop Description

Learn how to integrate digital technologies across literacy, mathematics and science using effective teaching strategies that support diverse learners, develop ICT capability and improve classroom learning.

Workshop Overview

Effective technology integration in primary and elementary education involves more than using digital devices or introducing new software into classroom activities. It requires teachers to make informed decisions about how technology can support curriculum learning, respond to students' different learning needs and progressively develop their ICT capability.

This comprehensive professional development workshop explores practical, evidence-informed approaches to integrating digital technologies across literacy, mathematics and science, while strengthening teachers' understanding of differentiated instruction, effective digital pedagogy, higher-order thinking, metacognition and formative assessment.

Educators will investigate how to select appropriate digital tools, plan purposeful learning experiences, scaffold students' ICT learning and evaluate the impact of technology on teaching and learning. The workshop also examines how teachers can develop their own confidence and competence in using technology to support meaningful curriculum outcomes.

Through practical examples, professional inquiry and opportunities for critical reflection, teachers will be encouraged to examine their existing practices and identify manageable ways to improve technology integration within their own classrooms.

The workshop's central aim is to help educators develop the professional knowledge, confidence and judgement to use digital technologies purposefully, improving curriculum learning while supporting students' progressive development of ICT capability.

1. Learning Outcomes

By the end of this workshop, educators will be able to:

• Understand effective technology integration: Explain the relationship between curriculum learning, digital pedagogy and the development of students' ICT capability.

• Strengthen professional ICT competence: Develop confidence in selecting and using digital tools to support teaching and learning.

• Integrate technology into literacy: Apply strategies that support reading, writing, communication, multimodal literacy and digital information skills.

• Integrate technology into mathematics: Use digital resources to support mathematical understanding, problem-solving, data handling and reasoning.

• Integrate technology into science: Plan technology-supported investigations that develop scientific inquiry, observation, analysis and communication.

• Differentiate instruction: Adapt technology-supported learning experiences to respond to students' different readiness levels, abilities and learning needs.

• Apply effective ICT teaching strategies: Use modelling, scaffolding, questioning and timely intervention to support students' learning and independence.

• Develop higher-order thinking and metacognition: Encourage students to plan, monitor, evaluate and reflect on their learning and technology choices.

• Plan purposeful learning experiences: Select appropriate digital technologies that align with curriculum objectives, student needs and classroom resources.

• Assess student learning and ICT capability: Gather evidence of students' curriculum understanding and developing ICT knowledge, skills and independence.

• Evaluate teaching practice: Reflect critically on the effectiveness of technology integration and identify opportunities for improvement.

2. Topics Covered

Area 1 — Understanding Effective Technology Integration

Explore what effective technology integration means in primary and elementary education and how it differs from simply using technology to complete classroom tasks.

Examine the relationship between curriculum knowledge, teaching strategies and technological knowledge, including the principles of Technological Pedagogical Content Knowledge (TPACK).

Consider how purposeful technology integration can support student learning while developing ICT capability across different curriculum areas.

Learning outcomes for this area:

• Understand the principles of purposeful technology integration.

• Recognise the relationship between curriculum learning and ICT capability.

• Evaluate the educational value of digital tools and resources.

• Identify opportunities to strengthen technology integration within existing teaching practices.

Area 2 — Planning and Teaching with Digital Technologies

Explore how to incorporate digital technologies into curriculum planning while maintaining clear learning objectives.

Examine the importance of students' prior ICT experiences, appropriate resource selection, classroom organisation and the relationship between subject knowledge and ICT techniques.

Consider how teachers can plan for progression in students' ICT capability while supporting meaningful curriculum learning.

Learning outcomes for this area:

• Plan technology-integrated learning experiences aligned with curriculum objectives.

• Select digital resources appropriate to learning purposes and student needs.

• Identify opportunities to develop students' ICT capability through meaningful classroom activities.

• Adapt teaching approaches to different classroom technology environments.

Area 3 — Integrating Technology into Literacy

Investigate how digital technologies can support literacy development across reading, writing, speaking, listening and multimodal communication.

Drawing on practical approaches from the Year 5 Literacy resource, explore the use of word processing, digital storytelling, presentations, online research and digital publishing.

Examine how teachers can support students in planning, drafting, editing and communicating ideas while developing digital literacy and ICT capability.

Learning outcomes for this area:

• Select appropriate digital tools to support literacy teaching and learning.

• Apply technology-supported strategies for reading, writing and communication.

• Develop students' digital and information literacy skills.

• Plan literacy experiences that integrate curriculum objectives with ICT capability.

• Assess students' literacy learning and their developing confidence in using digital technologies.

Area 4 — Integrating Technology into Mathematics

Explore how digital technologies can support mathematical understanding, reasoning, problem-solving and data handling.

Investigate the educational potential of spreadsheets, graphing tools, interactive mathematical resources and digital representations of mathematical concepts.

Consider how teachers can use technology to help students investigate number patterns, interpret data, test ideas and communicate mathematical understanding.

Learning outcomes for this area:

• Identify meaningful opportunities to integrate ICT into mathematics teaching.

• Select digital resources that support mathematical learning objectives.

• Apply strategies that encourage mathematical investigation, reasoning and problem-solving.

• Use spreadsheets and data-handling tools to support mathematical understanding.

• Evaluate how technology contributes to both mathematical learning and ICT capability.

Area 5 — Integrating Technology into Science

Investigate how digital technologies can support scientific inquiry, observation, investigation and communication in the primary classroom.

Explore the use of digital cameras, spreadsheets, databases, data-logging tools, simulations and presentation software to help students investigate scientific questions, record evidence, analyse findings and communicate explanations.

Consider how teachers can scaffold science learning while supporting students' developing ICT capability.

Learning outcomes for this area:

• Identify opportunities for purposeful ICT integration in primary science.

• Select appropriate digital tools to support scientific investigations.

• Plan technology-supported inquiry and data-handling activities.

• Develop students' ability to observe, record, analyse and communicate scientific information.

• Apply teaching strategies that support scientific thinking and ICT capability.

Area 6 — Differentiated Instruction with Technology

Explore how digital technologies can support differentiated instruction in classrooms with diverse student needs, experiences and readiness levels.

Examine approaches to differentiating content, learning processes and student products through appropriate digital resources, flexible grouping, scaffolding and student choice.

Consider how teachers can provide accessible learning opportunities while maintaining clear curriculum expectations.

Learning outcomes for this area:

• Understand the principles of differentiated instruction with technology.

• Identify opportunities to differentiate content, processes and products.

• Select and adapt digital resources to respond to student learning needs.

• Apply flexible grouping, scaffolding and student-choice strategies.

• Plan inclusive technology-supported learning experiences.

Area 7 — Developing Higher-Order Thinking and Metacognition

Explore how technology-supported learning can encourage students to think critically, solve problems, make decisions and reflect on their learning.

Examine metacognitive teaching strategies that help students plan, monitor and evaluate their use of digital technologies.

Investigate how questioning, teacher modelling and opportunities for independent decision-making can support students in becoming increasingly capable and autonomous learners.

Learning outcomes for this area:

• Understand the relationship between ICT capability and higher-order thinking.

• Apply metacognitive teaching strategies within technology-supported learning.

• Encourage students to explain and justify their technology choices.

• Support students in planning, monitoring and evaluating their learning.

• Develop greater student independence and responsibility when using ICT.

Area 8 — Effective ICT Teaching Strategies and Student Capability

Examine the teaching strategies needed to progressively develop students' ICT knowledge, skills and understanding.

Explore the distinction between ICT routines, techniques and processes, and how these contribute to students' overall ICT capability.

Investigate the importance of modelling, scaffolding, questioning, monitoring and timely intervention when students encounter difficulties.

Learning outcomes for this area:

• Understand how ICT capability develops through classroom learning experiences.

• Distinguish between ICT routines, techniques, processes and higher-order skills.

• Apply modelling and scaffolding strategies to support ICT learning.

• Recognise when teacher intervention is appropriate.

• Encourage students to become increasingly confident and independent users of digital technologies.

Area 9 — Assessing Student Learning and ICT Capability

Explore approaches to assessing curriculum learning and students' developing ICT capability within technology-integrated activities.

Examine how classroom observation, questioning, student explanations, formative feedback and reflective discussions can provide evidence of learning.

Consider how teachers can assess not only what students produce with technology but also the decisions, strategies and understanding demonstrated throughout the learning process.

Learning outcomes for this area:

• Identify appropriate approaches to assessing ICT capability.

• Gather evidence of students' curriculum understanding and ICT learning.

• Apply formative assessment strategies during technology-integrated activities.

• Monitor students' confidence, independence and decision-making.

• Use assessment evidence to inform future teaching and learning.

Area 10 — Evaluating and Improving Technology Integration

Explore how critical reflection and professional inquiry can help teachers improve their technology integration practices.

Examine approaches to evaluating the educational value of digital resources, reviewing learning outcomes and identifying opportunities to strengthen teaching strategies.

Consider how educators can build on existing knowledge and classroom experiences to develop sustainable approaches to technology integration.

Learning outcomes for this area:

• Evaluate the effectiveness of technology-integrated teaching experiences.

• Reflect on the relationship between technology choices and learning outcomes.

• Identify strengths and areas for improvement in existing teaching practices.

• Make informed decisions about future technology integration.

• Develop ongoing professional learning goals.

3. Applying Learning to Practice

Effective technology integration develops through the relationship between professional knowledge, classroom experience and critical reflection.

This workshop encourages educators to move beyond simply learning about digital tools and teaching strategies towards investigating how these approaches can improve learning within their own classrooms.

Through the Academy's Theory into Practice approach, members can:

• Evaluate existing teaching practices: Examine how digital technologies are currently used across literacy, mathematics, science and other curriculum areas.

• Build professional knowledge: Use the Wisdom AI Search Tool to investigate questions about digital pedagogy, differentiated instruction, ICT capability and effective teaching strategies.

• Apply practical teaching approaches: Trial strategies and classroom activities that integrate technology with meaningful curriculum learning.

• Support diverse learners: Adapt technology-supported experiences to respond to different student needs, interests and levels of readiness.

• Monitor learning and progress: Observe how students use technology, make decisions, solve problems and demonstrate their understanding.

• Engage in critical reflection: Use the Membership Workbook to reflect on teaching decisions, classroom experiences and opportunities for improvement.

• Learn through professional collaboration: Share successful strategies, teaching ideas, classroom experiences and professional questions with other educators through the Academy Community.

The aim is to help teachers develop the knowledge, confidence and professional judgement to make purposeful decisions about technology integration, strengthening teaching practices and improving learning opportunities for all students.

4. What Will You Learn?

This workshop will help you understand how to integrate digital technologies meaningfully across the primary and elementary curriculum, rather than using technology as an additional classroom activity.

You will learn how to select appropriate digital tools, develop technology-integrated lessons and apply practical strategies across literacy, mathematics and science.

You will also explore how to differentiate instruction, scaffold students' ICT learning, develop higher-order thinking and use formative assessment to monitor student progress.

Importantly, the workshop will help you strengthen your own professional confidence and competence, enabling you to make informed decisions about when, why and how technology can improve teaching and learning.

5. Who Is This Workshop For?

This workshop is designed for:

• Primary and elementary classroom teachers seeking practical strategies for integrating digital technologies across the curriculum.

• Early-career teachers developing their confidence and competence in teaching with technology.

• Experienced teachers seeking to evaluate and strengthen their existing ICT integration practices.

• Literacy, mathematics and science teachers interested in purposeful technology-supported learning experiences.

• Pedagogical leaders supporting educators in developing effective digital pedagogy and improving classroom practice.

• Curriculum leaders and ICT coordinators seeking to strengthen curriculum integration and the progressive development of student ICT capability.

• Learning support and inclusion teachers interested in using digital technologies to support differentiated instruction and inclusive learning.

No specialist ICT knowledge is required. The workshop supports educators working in different classroom contexts and with varying levels of experience using digital technologies.

6. Australian Professional Standards for Teachers (APST)

This workshop is designed to support professional learning aligned with the following Proficient Teacher descriptors.

APST 1.5.2 — Differentiate Teaching to Meet the Specific Learning Needs of Students Across the Full Range of Abilities

Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities.

APST 2.1.2 — Content and Teaching Strategies of the Teaching Area

Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities.

APST 2.5.2 — Literacy and Numeracy Strategies

Apply knowledge and understanding of effective teaching strategies to support students' literacy and numeracy achievement.

APST 2.6.2 — Information and Communication Technology (ICT)

Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.

APST 3.3.2 — Use Teaching Strategies

Select and use relevant teaching strategies to develop knowledge, skills, problem-solving and critical and creative thinking.

APST 3.4.2 — Select and Use Resources

Select and/or create and use a range of resources, including ICT, to engage students in their learning.

APST 5.1.2 — Assess Student Learning

Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess student learning.

These standards reflect the workshop's emphasis on curriculum integration, effective teaching strategies, differentiated instruction, digital resources and assessment.

7. Continue Your Professional Learning

Ready to strengthen your technology integration practices?

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Explore evidence-informed teaching strategies, apply practical ideas across the curriculum, critically reflect on your progress and learn alongside other educators through the Academy Community.

Access online workshops, practical teaching resources, the Wisdom AI Search Tool and ongoing opportunities for professional learning.

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