The catholic and independent schools where I have worked have enjoyed significant self-governance in regards to big decisions about ICT funding and integration. In some cases, this has allowed future-focused initiatives, unimpeded by systemic barriers; however, in others, the lack of connection and conversation has retained the status quo, hampered by lack of vision and fear of risk. Whilst the schools in my area do not have the long histories and traditions that schools elsewhere have, I have seen the impact of existing school culture in stifling ICT integration and shifts in pedagogy (Muhammad, 2009). As this flexibility to operate autonomously can be a benefit and a deficit, many areas of concern that I have observed relate to the micro level (Younie, 2006).


I think the implementation of the Australian Curriculum, Digital Technologies (ACARA, 2017) provides an impetus for change initiated from the macro level (Younie, 2006) – the curriculum is mandated and has driven movement for effective learning with technology to be formally included. Whilst the silo implementation of  the Digital Technologies curriculum may concern some practitioners (see this article found on LinkedIn – Moule, 2017; Voogt and Pelgrum, 2005), I think we will see a flow-on effect from student learning. Where digital technology is explicitly taught through the curriculum, students are likely to apply their learning (technology and soft skills) to other areas of their study more effectively. I also think this macro factor will support and frame discussions for the micro level document on which my assignment will focus.


Networks between the schools for teachers to consider infrastructure and practice at a grass roots level are relatively new initiatives that are helping to forge a transition in schools in my area, supporting meso level progress (Younie, 2006). These have largely been spurred by professional learning opportunities initiated at the meso (ICT Teachers’ Association) and macro (ACARA) levels. For these reasons, I think in my local area, the macro and meso level operations driven by the Digital Technologies curriculum are helpful in scaffolding processes and planning in the micro environment.



ACARA (2017). Australian curriculum: Digital technologies. Retrieved from

Moule, R. (2017). LinkedIn untitled post. Retrieved from

Voogt, J. & Pelgrum, H. (2005). ICT and Curriculum Change. Human Technology, Volume 1 (2), pp. 157-175.

Younie, S. (2006). Implementing government policy on ICT in education: Lessons learnt. Education & Information Technologies, 11(3/4), 385-400. doi:10.1007/s10639-006-9017-1