Embedding ICT ubiquitously throughout a unit demonstrates an understanding on how students

learn and how the course content can be covered.

Please use this document to keep a record of your standards as you complete the LAMS sequences.

Know students and how they learn

FOCUS AREA, (with
ICT ELABORATION
descriptor)
Physical, social and
Demonstrate knowledge and
intellectual development
understanding of ways that
and characteristics of
students ICT use can influence
students (Demonstrate
students social and intellectual
knowledge and
development and how this may
understanding of physical,
affect the students
social and intellectual
engagement and learning.
development and
characteristics of students
and how these may affect
learning.)
1.1

Evidence of how (if) this is included in

the scope of the course.

ICT can be used to help cater for

students with different physical,
social and intellectual development
characteristics.
Using programs like Edmodo or
even just using email to provide
access to all the notes and
worksheets electronically can help
a number of students with a
variety of difficulties. Those
students will be able to adjust font
colour and size or use verbal
software to convert the notes from
written to verbal.
By using ICT in this way it can
relieve a lot of the pressure on the
teacher to apply differentiated
learning techniques as the
students will have some power to
cater for themselves.

Understand how students

learn (Demonstrate
knowledge and
understanding of research
into how students learn and
the implications for
teaching.)

1.2

Demonstrate knowledge and

understanding of how student
engagement and learning can
be enhanced through the use of
digital resources and tools.

Understanding how students learn

is crucial to effective teaching and
ICT can provide a great resource
to adapt in the classroom.
A teacher can use a number of
online self-assessment tools to try
and gage what learning styles best
suit the class in general and each
individual students. Without this
information any other options
could be less effective as they may
not target the right learning styles
of the class.
Once a teacher knows they have a
class of very visual learners for
example they can incorporate
more videos and images into their
lessons.

1.3

Students with diverse

linguistic, cultural,
religious and
socioeconomic
backgrounds (Demonstrate
knowledge of teaching
strategies that are responsive
to the learning strengths and
needs of students from
diverse linguistic, cultural,
religious and socioeconomic
backgrounds.)

Demonstrate the ability to

match digital resources and
tools with teaching strategies in
ways that are responsive to
students diverse backgrounds.

Students with diverse linguistic,

cultural, religious and socioeconmic backgrounds can be
assisted for using ICT.
ICT can give unprecedented access
to cultural and religious material to
educate the class in new and
innovative ways. Using online
translator material can greatly
assist in overcoming language
barriers present in the classroom.
It is important for teachers and
students to have a good
knowledge of the diverse range of
students in the room and what
their background is in order to
respect and cater for them.

Strategies for teaching

Aboriginal and Torres
Strait Islander students
(Demonstrate broad
knowledge and
understanding of the impact
of culture, cultural identity
and linguistic background on
the education of students
from Aboriginal and Torres
Strait Islander backgrounds.)

Teachers must use ICT cautiously

and effectively when implementing
strategies for teaching Aboriginal
and Torres Straight Islander
students.
There are cultural considerations
to take into account as they do not
like to view images of deceased
people of the same culture. ICT
can often be a foreign language to
more remote cultures so utilising
programs designed at improving
typing skills can be very helpful in
this instance.

1.4

It is also important to understand

whether your students have access
to particular technologies at home
and perhaps implementing after
hours ICT access for some
students and limiting the amount
of homework that requires ICT
access.
1.5

Differentiate teaching to
meet the specific learning
needs of students across
the full range of abilities
(Demonstrate knowledge and
understanding of strategies
for differentiating teaching to
meet the specific learning
needs of students across the
full range of abilities.)

Select and use specific digital

resources and tools that are
matched to teaching strategies
designed to meet students
individual and diverse learning
needs.

ICT can play a huge role in being

able to differentiate teaching to
meet the specific learning needs of
students across the full range of
abilities.
ICT programs in Maths can allow
students to work through
individual units and different
difficulties both inside and outside
of the classroom. This can help
students who are ahead or behind

to either keep advancing their

skills or catch up where possible.
ICT allows for any number of
students to be doing completely
different thing and provides the
ultimate resource for differentiated
learning.
Strategies to support full
participation of students
with disability
(Demonstrate broad
knowledge and
understanding of legislative
requirements and teaching
strategies that support
participation and learning of
students with disability.)

Demonstrate knowledge and

understanding of digital
resources and tools, including
adaptive and assistive
technologies, that can support
the participation and learning
of students with disability.

Students with disability still need

to be supported and engaged and
ICT can provide a great resource
to achieve this.
Using visual aids and videos can
greatly help certain disabilities to
process and retain information.
Equally using ICT to provide offsite
learning options can help students
with physical disabilities, even
temporary such as a broken leg.

1.6

ICT is allowing student learning to

be a 24/7 operation with a diverse
range of teaching styles. These
options have helped revolutionise
the way we are able to cater for
students with disabilities.
Know the content and how to teach it
FOCUS AREA, (with
ICT ELABORATION
descriptor)
Content and teaching
strategies of the teaching
area (Demonstrate
knowledge and
understanding of the
concepts, substance and
structure of the content and
teaching strategies of the
teaching area.)

Demonstrate knowledge and

understanding of ways that the
use of digital resources and
tools can complement teaching
strategies and promote deep
learning of, and engagement
with, the content of specific
teaching areas.

Teaching is an ever-changing
environment, including the subject
areas you may have to teach
which makes ICT integral to the
profession. ICT can serve to teach
yourself and then as a teaching
strategy in the classroom.
As a history teacher I greatly value
YouTube as a resource. Programs
such as 'horrible histories' that can
sum up an entire revolution in 3
minutes can be a useful revision or
introductory tool in the classroom.
This can help break up a lesson
and direct attention away from my
voice or a piece of paper.

2.1

2.2

Evidence of how (if) this is included in

the scope of the course.

Content selection and

organisation (Organise
content into an effective
learning and teaching
sequence.)

Demonstrate the ability to

select and organise digital
content in relation to relevant
curriculum.

Teachers absolutely must be

organised in everything they do
and aspects of ICT incorporation
into student learning is no
exception to this.
Teachers can access a number of

Curriculum, assessment
and reporting (Use
curriculum, assessment and
reporting knowledge to
design learning sequences
and lesson plans.)

2.3

2.4

Understand and respect

Aboriginal and Torres
Strait Islander people to
promote reconciliation
between Indigenous and
non- Indigenous
Australians (Demonstrate
broad knowledge of,
understanding of and respect
for Aboriginal and Torres
Strait Islander histories,
cultures and languages.)

Demonstrate the ability to use

digital resources and tools
when devising learning
sequences and lesson plans
designed to meet curriculum,
assessment and reporting
requirements.

iPad or computer programs that

allow them to mark the role and
keep grades electronically which
reduces the risk of losing or
disclosing the information.
Organising your class attendance
and grade structure electronically
can make it easier to notice
attendance deficiencies and
determine grade averages.
I also enjoy incorporating sites
such as poll everywhere into
student learning as a way to
organise the lessons around
student feedback.
ICT provides a great way to
organise aspects of your
curriculum, assessment and
reporting.
Teachers can make assignment
sheets and information accessible
to students via an online medium
which can reduce paper usage and
ensure there is no issue with
students losing vital material for
assessment. Teachers can also
access various teaching apps that
can greatly assist them with
reporting and maintaining
consistent records.
In order to promote a deep
understanding and respect for
Aboriginal and Torres Straight
Island people it is vital that we as
teachers and students are
knowledgable in these areas, this
is where ICT can be very useful.
Teachers must take into account
Indigenous beliefs and values
when looking to incorporate ICT
into the lesson. For example they
do not wish to view images and
video of a deceased Indigenous
person. ICT can help a class truly
understand what occurred all those
years ago when the first white
Australians began to impact on the
Indigenous people of this country.
ICT can allow you to access a
wealth of Indigenous art and
literature that can give unrivalled
insight into their culture and
history. The works of Oodgeroo
Noonuccal, for example, are a
great inclusion to a poetry unit in

English.

Literacy and numeracy

strategies (Know and
understand literacy and
numeracy teaching strategies
and their application in
teaching areas.)

Know and understand how

digital resources and tools can
enable, support, enhance and
accelerate deep learning in
literacy and numeracy.

Incorporating literacy and

numeracy development into
student learning is very important
and using ICT can help do this
effectively.
A teacher can use websites,
programs and apps that have been
specifically designed to enhance
these areas for students. They
may be best suited as an
alternative learning program for
struggling students or as an
advanced learning option for
students ahead of the class.

2.5

Information and
Communication
Technology (ICT)
(Implement teaching
strategies for using ICT to
expand curriculum learning
opportunities for students.)

Demonstrate the ability to use

a range of digital resources and
tools in ways that enable
deeper engagement with
curriculum and support a range
of approaches to learning.

ICT is the way forward for many

aspects of the teaching profession
and society as a whole. Teachers
who don't adapt and use a range
of digital resources will be left
behind and ultimately
disadvantage their students.
I really like the Edmodo concept as
a way of organising a class and
having an educational forum for
discussion and appropriate
student-teacher interaction. These
sites will continue to improve and
will be expanded to a point where
the entire school will be on, even
the principal will have a 'class' with
all the teachers in it for easy
communication and discussion.

2.6

Plan for and implement effective teaching and learning

FOCUS AREA, (with
ICT ELABORATION
descriptor)

Evidence of how (if) this is included in

the scope of the course.

Establish challenging
learning goals (Set learning
goals that provide achievable
challenges for students of
varying abilities and
characteristics.)

Demonstrate knowledge and

understanding of how the use
of digital resources and tools
can support approaches to
teaching that enable all
students to pursue their
individual curiosity, set their
own educational goals, manage
their own learning, choose the
way they respond to tasks and
challenges and assess their
own progress.

3.1

Teachers must establish

challenging learning goals in order
to encourage their students to
strive for greatness.
ICT can be used to set these goals
for students by challenging
students to go above and beyond
what is expected in relation to
their research processes. ICT
provides a much greater wealth of
resources that you can challenge
students to find.
It is important to establish
challenging learning goals for a
number of reasons. One reason to
set these goals is that bored
students are more likely to cause
issues in the classroom but by
setting challenging goals they have
a focus beyond being disruptive.

Plan, structure and

sequence learning
programs (Plan lesson
sequences using knowledge
of student learning, content
and effective teaching
strategies.)

Select and sequence digital

resources and tools in ways
that demonstrate knowledge
and understanding of how
these can support deep
learning of the content of
specific teaching areas and
effective teaching strategies.

In order to promote student

learning educators must plan,
structure and sequence learning
programs to the best of our
ability.
ICT provides easy access to
websites such as the SACE board
in which a teacher can find an
abundance of information to assist
them in planning, structuring and
delivering a good program to
promote student learning.

3.2

Adhering to standard 3.2 is vital to

support student learning as
students respond really well to
structure and this will have better
results in your classroom.
3.3

Use teaching strategies

(Include a range of teaching
strategies)

Demonstrate knowledge and

understanding of how to
support teaching strategies
through the use of digital
resources and tools in ways
that facilitate accelerated and
deep learning, promote
creative and innovative thinking
and inventiveness, engage
students in exploring real world
issues and solving authentic
problems, promote student
reflection and promote
collaborative knowledge
construction.

Teaching can use a wide variety of

teaching strategies to engage the
class and facilitate effective
student learning.
ICT has provided an even broader
range of strategies accessible to
teachers, particularly for
differentiated teacher where
students can be doing a range of
different activities simultaneously.
Teaching strategies have been
developed over a long period of

time and revolutionised to fit with

ICT innovations and should be
utilised by teachers to achieve the
best results.

Select and use resources

(Demonstrate knowledge of a
range of resources, including
ICT, that engage students in
their learning.)

Demonstrate knowledge of the

use of digital resources and
tools to support students in
locating, analysing, evaluating
and processing information
when engaged in learning.

3.4

The effectiveness of our teaching

can depend on how well we select
and use resources.
Using ICT can help teachers access
a much greater wealth of video
resources from sites such as TED
to revolutionise the delivery
method of content in your
classroom. A number of learners in
your class will respond well to
more visual avenues of learning
and even just a change of voice
can help engage the students in
the lesson.
The resources you use to teach will
have a direct impact on the quality
of the student learning and
therefore standard 3.4 is very
important for teachers to have a
good grasp of.

Use effective classroom

communication
(Demonstrate a range of
verbal and non-verbal
communication strategies to
support student
engagement.)

3.5

Use a range of digital resources

and tools to support effective
communication of relevant
information and ideas, taking
into account individual
students learning needs and
backgrounds, the learning
context, and teaching area
content.

Having effective classroom

communication is vital to promote
student learning.
Teachers can use ICT programs
like Edmodo to facilitate effective
classroom communication as well
as effective communication outside
the classroom. This form of
communication can make
everything very clear and have a
visible 'paper trail' to fall back on
in case of confusion.
Ensuring effective classroom
communication is vital to facilitate
effective learning practices as
confused students don't learn and
can cause disruption to the rest of
the class.

Evaluate and improve

teaching programs
(Demonstrate broad
knowledge of strategies that
can be used to evaluate
teaching programs to
improve student learning.)

Demonstrate the capacity to

assess the impact of digital
resources and tools on
students engagement and
learning when adapting and
modifying teaching programs.

We need to be constantly
evaluating and improving our
teaching programs as at no stage
will we ever be perfect teachers
with no room for improvement.
We can use ICT to investigate how
other educators are going about
teaching similar units and evaluate
and alter our own method for the
unit accordingly. Evaluating how
other lessons have engaged
students can be a great way of
evaluating your own lessons and
adapting and blending the best
aspects of everything you have
learnt during the process.

3.6

By constantly enacting standard

3.6 we will become better teachers
and continue to have an
increasingly positive effect on
student learning.
Engage parents/carers in
the educative process
(Describe a broad range of
strategies for involving
parents/carers in the
educative process.)

3.7

Describe how digital resources

and tools can support
innovative ways of
communicating and
collaborating with
parents/carers to engage them
in their childrens learning.

Educating a young adult is a team

process and arguably the most
important part of that team is the
parent/carers so it is important to
engage them in the education
process of their child.
ICT allows for programs like
Edmodo where you can set up
parent access so they can see all
the homework requirements and
everything that has or will be
taught in class. Email is still an
important communication tool and
can be used for quick and easy
communication with the whole
parent cohort or just a specific
parent regarding any issues.
Engaging parents is the best way
to ensure the students engage
themselves and are motivated
both during lessons and outside of
school hours.

Create and maintain supportive and safe learning environments

FOCUS AREA, (with
ICT ELABORATION
Evidence of how (if) this is included in
descriptor)
the scope of the course.

Support student
participation (Identify
strategies to support
inclusive student participation
and engagement in
classroom activities.)

Identify strategies that address

the diverse needs of learners
through learner- centred
approaches that are supported
by selection and sequencing of
available digital resources and
tools.

Student participation is crucial to

learning so as educators it is our
role to ensure that all students
have a way of participating and
engaging with the lesson.
Using an online and instant voting
or question system in which
students vote or answer questions
on an iPad and the website
provides instant feedback to the
teacher about what the class
thinks. This allows every student a
chance to answer the question and
can lead to further discussions.
Polleverywhere.com is a great site
to use to do this.

4.1

For example a teacher could

quickly use a number of
polleverwhere.com questions at
the start of a unit to determine the
existing knowledge of the class
and can therefore determine which
areas should be assigned greater
lesson time.
Manage classroom
activities (Demonstrate the
capacity to organise
classroom activities and
provide clear directions.)

4.2

Demonstrate the capacity to

manage student access to
digital resources and tools to
support student engagement
and learning.

It is important that an educator

can effectively manage the
activities in the classroom to
ensure a good learning
environment. This is particularly
complicated in relation to ICT and
teachers will need to have set
expectations for the students and
appropriate strategies to monitor
those expectations.
Edmond can provide an area in
which the class expectations can
be easily posted and referred. You
can also create a comment stream
for each lesson in which students
must post a sentence or two
related to that lesson after every
lesson. This expectation will force
students to ensure that they have
something to say and streamline
their ICT access to focus on the
task at hand. The post could
simply be "How many sources did
you find this lesson?" and students
will be aware that at any stage
they may be asked to verify the
answer they have posted.

Manage challenging
behaviour (Demonstrate
knowledge of practical
approaches to manage
challenging behaviour.)

Demonstrate knowledge of
practical approaches for
encouraging responsible social
interactions and make use of
digital resources and tools, as
appropriate to the needs,
backgrounds and interests of
students, when managing
challenging behaviours.

4.3

Maintain student safety

(Describe strategies that
support students well- being
and safety working within
school and/or system,
curriculum and legislative
requirements)

Demonstrate understanding of
risks to students well-being
and safety while using digital
resources and tools.
Demonstrate understanding of
practices and tools to mitigate
these risks.

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.)

Demonstrate understanding of
safe, legal, and ethical use of
digital resources and tools,
including cyber safety
practices, respect for copyright,
intellectual property, and the
appropriate documentation of
sources.

4.4

4.5

A classroom is a complex
environment and managing
challenging behaviour is vital to
support the learning of all
students.
ICT can provide an alternative
learning method to engage
students with challenging
behaviour and thereby have a
positive impact on the classroom
environment. For example a
distracted and challenging learner,
instead of listening to you during
instructional time may be better
suited to watching a youtube video
covering similar content. This can
help them engage and with
headphones in they will not be
distracted by or contribute to
distracting the lesson.
As educators maintaining student
safety is of the upmost priority.
ICT can present a dangerous
environment to kids, particularly
when accessing online resources
and unmonitored websites.
Schools cannot block every
potentially dangerous site and to
do so could have equally negative
impacts on their learning. One
strategy is to ensure the use of
sites like edmodo as appose to
FaceBook where their is a much
greater sense of control for the
teacher and drastically reduced
risk to students in that
environment. A teacher can also
use the most powerful position in
the room, the back corner, to
ensure they can see all the
computer screens in the room and
monitor the sites the students are
accessing.
Using ICT in a safe, responsible
and ethical way is essential in the
classroom and important for
teachers to instil these values
regarding ICT into students.
The use of a simple site such as a
reference generator can help teach
students the importance of
referencing and acknowledging
where you retrieved information
from. Referencing is crucial

throughout education and to

promote this ethical process is
important for teachers. It also
encourages students to only
access reputable sites that are
worth referencing and thereby
keeping them safer online.

Assess, provide feedback and report on student learning

FOCUS AREA, (with
ICT ELABORATION
descriptor)
Assess student learning
(Demonstrate understanding
of assessment strategies,
including informal and
formal, diagnostic, formative
and summative approaches
to assess student learning.)

5.1

Demonstrate understanding of
the educative value of
providing students with
multiple and varied diagnostic,
formative and summative
assessments and the
application of digital resources
and tools in facilitating a range
of approaches to assessment.

Evidence of how (if) this is included in

the scope of the course.

Being able to assess student

learning is very important and ICT
can provide a range of alternative
options for doing this.
Using a range of online
assessment programs can not only
help with assessment but also
continue the learning process.
Students can get instant feedback
on exactly where their knowledge
deficiencies are and adjust
accordingly.
This mode of assessment allows
for greater flexibility, less marking
for the teacher and better
responses from the students who
are accustomed to ICT more so
than the pen and paper method.

5.2

Provide feedback to
students on their learning
(Demonstrate an
understanding of the purpose
of providing timely and
appropriate feedback to
students about their
learning.)

Students cannot improve unless

we provide good feedback on their
learning, using ICT can greatly
help with this.
Using spreadsheets or online mark
books gives the teacher an option
to provide instant access to any
relevant feedback via email or a
log in option for the mark book.
This can give a student visible
feedback that they can refer to at
any stage throughout their
schooling life when constructing
other pieces of work. This is a
lightyear ahead of the scribbles at
the bottom of your essay.
This will reduce paper work for the
teacher and give both teacher and
student lasting access to the

feedback to refer to later to search

for improvement in the students
learning.

Make consistent and

comparable judgements
(Demonstrate understanding
of assessment moderation
and its application to support
consistent and comparable
judgements of student
learning.)

Demonstrate knowledge and

understanding of the ways that
digital resources and tools can
be used to enhance the validity,
reliability and efficiency of
approaches to assessment and
evaluation.

Applying effective teaching

strategies will have positive
outcomes on student learning in
your classroom.
By using ICT programs like QuizIt
students have access to an
alternate way of learning via trial
and error. As they take and re-take
the quizzes, desperate for 100%
they will inadvertently learn all the
required material to achieve their
goal. Learning by repeated
assessment is much much easier
with the implementation of ICT.

5.3

This approach to learning allows

for greater differentiation when
required, allows for learning
outside the classroom and gives
the students visible proof of their
progress which can be invaluable
for their confidence.
Interpret student data
(Demonstrate the capacity to
interpret student assessment
data to evaluate student
learning and modify teaching
practice.)

5.4

Demonstrate the capacity to

use digital tools for recording,
managing and analysing
student assessment data to
inform future practice.

It is important as educators that

we can make consistent and
comparable judgements in our
assessment data in order to find
the areas to best target for future
learning as a group and for specific
students.
ICT allows teachers to use an
online mark book or a spread
sheet to quickly create and
organise data as well as identify
patterns within the group and with
each student. The spreadsheet
method is perfect for having an
organised and easily comparable
approach to assessment data.
Having this approach will save a
teacher a lot of time in assessing
data and therefore a quicker
impact can be had to rectify
deficiencies in student learning.

Report on student
achievement (Demonstrate
understanding of a range of
strategies for reporting to
students and parents/carers
and the purpose of keeping
accurate and reliable records
of student achievement.)

Demonstrates knowledge and

understanding of current and
potential use of digital
resources and tools to support
reporting to students and
parents/carers and for
achievement record keeping.

Teachers must be able to construct

a report on student achievement
both for the benefit of the student
and the parent.
ICT allows for online mark books
to be accessible throughout the
year both by students and parents
so progress can be tracked and no
nasty surprises on the final report.
Even using a spreadsheet will
greatly help a teacher organise
their report, highlight specific
areas for improvement as well as
areas of high achievement.

5.5

As educators anything that can

save time is worth doing and
providing comprehensive and well
substantiated reports will be of the
greatest benefit to the student and
be appreciated by the parents.
Engage in professional learning
FOCUS AREA, (with
ICT ELABORATION
descriptor)
Identify and plan
professional learning
needs (Demonstrate an
understanding of the role of
the National Professional
Standards for Teachers in
identifying professional
learning needs.)

6.1

Demonstrate an ability to use

the ICT Elaborations of the
National Professional Standards
for Teachers to identify
personal goals for professional
development.

Evidence of how (if) this is included in

the scope of the course.

As educators we must identify and

plan for our own professional
learning needs.
ICT can help in evaluating our own
deficiencies and areas for
improvement by searching for
content and techniques that we
are not comfortable with yet and
could be an area for further
professional development.
Using the AITSL standards website
is a great way to self evaluate
where you are at as a teacher and
if any particular standards present
as good areas for further
development.

Engage in professional
learning and improve
practice (Understand the
relevant and appropriate
sources of professional
learning for teachers.)

6.2

Engage with colleagues

and improve practice
(Seek and apply constructive
feedback from supervisors
and teachers to improve
teaching practices.)

6.3

Understand how to improve

professional practice in the
effective use of digital
resources and tools through
means including evaluation and
reflection on current research
and professional practice on a
regular basis, and collaboration
with colleagues both nationally
and internationally through
participation in online learning
communities.

It is crucial to engage in
professional learning and improve
practice in order to maintain a high
standard of teaching and an even
higher standard of student
learning.
ICT allows for increased access to
an ever improving and increasing
well of resources that can assist an
educator in angaging in
professional learning and
improving their skills as educators.
Something like
autisminternetmodules.org can
help a teacher improve their
abilities to assist a student with
autism.
As teachers education is our
business and our passion and
maintaining a high level of learning
for ourselves as we constantly
strive to be better educators is
important for every student we
come into contact with.
Teachers must engage with
colleagues and improve their
practice in order to continue to
promote their own learning and
professional development.
ICT has greatly broadened the
number of fellow educators you
have access to in your
development. For example,
Facebook groups like 'Teachers of
Adelaide' provide you almost 3000
fellow teachers within the state
that can share opinions and ideas.
Equally you can use ICT systems
to have more regular support and
contact with senior leaders in your
school as an avenue towards
constant improvement.

As educators we must apply

professional learning and improve
student learning in all our
practices.

Apply professional
learning and improve
student learning
(Demonstrate an
understanding of the
rationale for continued
professional learning and the
implications for improved
student learning.)

ICT can allow for monitoring of

classroom activities by webcam or
video recording lessons for further
review by senior educators in
conjunction with the teacher in
question. Often a presence for the
purpose of observation can skew
results and ICT can provide a more
subtle means of observation.

6.4

It is important that we undertake

professional learning practices in
order to improve the ultimate goal
of student learning.
Engage professionally with colleagues, parents/carers and the community
FOCUS AREA, (with
ICT ELABORATION
Evidence of how (if) this is included in
descriptor)
the scope of the course.
Meet professional ethics
and responsibilities
(Understand and apply the
key principles described in
codes of ethics and conduct
for the teaching profession.)

7.1

7.2

Comply with legislative,

administrative and
organisational
requirements (Understand
the relevant legislative,
administrative and
organisational policies and
processes required for
teachers according to school
stage.)

Understand and apply ethical

and professional practice
principles when using digital
resources and tools for
teaching, with a particular
focus on cyber safety.

Adhering to professional ethics and

responsibilities in relation to ICT
usage is important in maintaining
your teacher persona and duty of
care to students.
It is important as teachers that we
maintain a high level of control
about what personal information is
accessible online, particularly
compromising images and videos
that could undermine your
credibility as a teacher. In this day
and age it is important that we
also educate the students in the
appropriate use of sites such as
Facebook. They need to know how
it works and how it can be used by
employers or predators to access
information that they may not
want to be accessed by these
people.
It is always important as educators
to comply with legislative,
administration and organisational
requirements.
Teachers can access a range of
websites to evaluate the current
requirements and ensure that
these are being met. Equally you
can access support staff at your
school who can help you when
required.
It is important to maintain an up

to date knowledge of all the

requirements if and when they
change in order to continue to
meet all the requirements.

Engage with the

parents/carers (Understand
strategies for working
effectively, sensitively and
confidentially with
parents/carers)

Understand how to use digital

resources and tools for
communicating effectively,
ethically, sensitively and
confidentially with
parents/carers.

Teachers can communicate with

parents via email or provide them
with access to Edmodo so they can
be constantly informed about what
is going on in the classroom and
the homework requirements.

7.3

Engage with professional

teaching networks and
broader communities
(Understand the role of
external professionals and
community representatives in
broadening teachers
professional knowledge and
practice.)
7.4

As educators it is crucial we
engage with parents/carers as
they are really the primary
educator of the students.

Understand the range of

opportunities for sharing and
enhancing professional practice
available through online
communication with experts
and community
representatives, and
contribution to professional and
community sites, online
discussions and forums.

Parents can pose a huge problem

if they're not on the same page as
the teacher in educating their child
so the importance of
communicating effectively with
them is crucial for student
learning.
Teachers can utilise the joy that is
ICT to engage with professional
teaching networks and broader
communities on a larger scale than
ever before.
Facebook groups such as 'Teachers
of Adelaide' is a great example of
how a group of teachers can
support each other and share
ideas and opportunities.
Maintaining these networks is
great for your professional
development and ultimately can
have a positive impact on student
learning in your classroom.