Technology in Schools
In the past, technology in schools used to be about learning to touch type, how to format a word document, and how to create a spreadsheet. In today’s very digital world – from our homes and workplaces, to how we shop, communicate, entertain ourselves, and connect – technology consumes us and is at the heart of everything we do. But what role does it now play in schools?
Technology as a Tool in Schools
It’s easy to be impressed by the latest gadgets in education – augmented reality, 3D printers, robotics kits and more. And while these tools can be exciting, it’s not what technology a school has, it’s how that technology is used that truly makes a difference. Without a clear educational intention behind their use, these tools risk becoming little more than a novelty and a distraction.
The value of technology in the school environment lies in its purposeful integration.
When used well, digital tools and technologies can deepen understanding, encourage creativity, and give students opportunities to apply their theoretic learning in authentic, hands-on ways.
At Good Shepherd, our focus is not on having the flashiest technology, but on helping students use a variety of digital tools and applications to solve problems, communicate ideas, collaborate effectively, and think critically.
Using Technology at Good Shepherd
iPads are used in our school across year levels to bring learning to life, and we support students in becoming creators, not just consumers, of digital content. This means encouraging them to make choices about how best to present their ideas, and our teachers guide this process by integrating learning outcomes, ensuring that the use of technology enhances – not distracts from – the core goals of the Australian Curriculum.
Whether a student is recording a podcast to share their understanding of a historical event, creating a digital storyboard to retell a narrative, collaborating on a shared document to solve a math problem, or curating a collection of credible sources for a science inquiry, what matters most is that they are engaged in meaningful, inquiry-driven learning that connects to real-world understanding.
For students with additional learning needs such as dyslexia, dysgraphia, or executive function disorder, technology becomes more than just a classroom tool, it can be a bridge to equitable access and meaningful participation.
This may look like students with dyslexia using text-to-speech features that read content aloud, helping them to access written materials with greater ease and independence. Those with dysgraphia might use speech-to-text or typing tools to express their ideas without the physical strain of handwriting. Visual planning apps, timers, and digital organisers can support students with executive function challenges in managing their time, remembering tasks, and breaking larger assignments into manageable steps.
These tools are integrated thoughtfully into the classroom environment so that students of all abilities can focus on learning, developing their confidence and demonstrates their understanding in ways that work best for them.
Collaboration and Communication Through Technology
Digital tools also open a world of possibilities for collaboration. In traditional classroom settings, collaboration often meant sitting side by side and sharing paper or ideas. Today, students can work together across classrooms through digital platforms.
Using tools like Seesaw, Microsoft Teams, and shared digital documents, students at Good Shepherd can:
• Co-author writing pieces in real time.
• Provide feedback to classmates.
• Record and reflect on their learning journeys.
• Share learning with their families and peers.
This connected approach not only strengthens communication skills but also supports inclusive learning environments. Students who might be shy to speak in a group discussion can contribute confidently via a typed comment or recorded response. Every student has a voice – and every voice matters.
Building Research Skills and Evaluating Information
The digital world is here to stay, and so one of the most important skills a child can learn is how to find and evaluate quality sources, differentiating fact from fiction.
We explicitly teach our students how to:
- Use age-appropriate search engines and academic databases.
- Identify credible sources.
- Understand the difference between fact and opinion.
- Recognise bias and misinformation.
For example, during inquiry units in Stage 3 (Years 3 and 4), students explore real-world topics such as sustainability or global citizenship. iPads become a research companion, helping students seek out reliable websites, take notes, cite their sources, and develop informed opinions.
We also teach the concept of source verification, encouraging students to ask:
- Who wrote this?
- What are their credentials?
- When was it published?
- Is it supported by evidence?
These foundational skills are essential not just for school, but for life.
Teaching Digital Safety and Responsibility
Digital tools are powerful, but they must be used with care. That’s why digital safety is embedded into our curriculum from the earliest years. In partnership with families, we support children in developing a healthy and respectful relationship with technology with our aim being to grow digitally responsible citizens who use technology to uplift and connect, not isolate or harm.
We approach cybersafety and digital citizenship through age-appropriate conversations, modelling, and explicit lessons with students learning about:
- Keeping personal information private.
- What to do if they encounter something upsetting online.
- The importance of respectful communication.
- Recognising and reporting cyberbullying.
- Creating strong passwords and protecting logins.
Parents are regularly invited to participate in sessions around safe tech use at home, ensuring that our school’s values extend into family life. Together, we can model balanced and thoughtful engagement with the digital world.
What Policies Are in Place Regarding Student Use of Devices?
We take a proactive and age-appropriate approach to the use of digital devices at school.
To ensure a safe and focused learning environment, students are not permitted to use digital devices during the school day unless specifically approved by staff for learning or wellbeing purposes. All students and families are required to review and sign a Cyber Safety Agreement, tailored to the needs and understanding of each age group:
These agreements outline expectations around respectful device use, privacy, digital communication, and online conduct. By setting clear boundaries and reinforcing responsible digital behaviours, we aim to support students in developing healthy habits and positive digital citizenship skills from an early age.
A Balanced Approach
While we embrace technology as a learning tool, we also value balance. Not every task requires a screen, and not every skill is best learned digitally. Our approach ensures that technology is used with purpose, not simply for the sake of using technology.
Outdoor learning, hands-on play, collaborative discussions, and structured, explicit teaching of literacy and numeracy skills that build mastery remain central to our pedagogy. We believe in nurturing the whole child – body, mind, and spirit.
Technology at Good Shepherd Lutheran School
We know technology is not the answer to every educational challenge, but when used thoughtfully and purposefully, it is an extraordinary tool. At Good Shepherd, we are committed to using technology in ways that serve learning, connects students and teachers, and prepares our students for a future we can only begin to imagine.
By nurturing digital competence alongside faith, love, optimism, and curiosity, we are growing young people who are ready to make a difference, both in the real world and the digital one.
Resources for Parents
For more detailed information and resources about technology in schools, please review the following:
- eSafety Commissioner: Best Practice Framework
- Australian Curriculum: Digital Technologies (Version 8.4) – Foundation to Year 6
