The Proctor et. al article looks at one way of measuring the way ICT has been integrated into the curriculum in schools. In your organisation/school do you have a way of assessing the degree to which you are integrating ICT into your classrooms? Do you measure the impact of the use of ICT in your organisation? If you don’t, why not? If you do, what instrument, tool, or prcess do you use?

In recent years, considerable work has been done to track the use of ICT in classrooms and to determine its impact in my school; often an informal process, there are some measures in place and planned to provide a more data-based analysis of ICT use and the impact on teaching and learning.

The Australian Curriculum General Capabilities (ACARA 2016) has provided a scaffold against which to measure use of ICT and department areas have collated the what, where, who, how and why of their ICT integration. This information has been mapped, outlining how ICT is used across the large school. The General Capabilities also serve to remind teachers that integration of ICT needs a learning focus and encourages considered use against curriculum standards (Proctor, Watson and Finger 2003). The mapping documentation will need to be reviewed regularly and could be a shared, live document so that the community see it is a flexible, fluid space where exploring new initiatives is desired.

We are currently preparing a survey for departments in the senior school to seek feedback on the professional learning provided this year, as well as the perceived needs of our staff community to inform next steps for professional learning.

The Voogt & Pegrum article looks at the ways in which ICT integration has changed the curriculum in a number of schools. Their conclusions are interesting. To what extent to their findings mirror your own school or organisations experiences?

Voogt and Pegrum found evidence that formative assessment practices have increased due to technology integration. In my school, the inclusion of more extensive formative assessment practices is increasing. An example of this in practice has come with the integration of OneNote Class Notebooks across most department areas, as it has enabled teachers to see and provide feedback on their students’ work at anytime.

I think the finding that innovative practice is not crossing the school boundary (Voogt and Pegrum, 2005) may now be dated. Whist my particular context is not trail-blazing this innovation, there are teachers making good use of social media and Skype to connect with experts and engaging in collaborative programs with external experts.

Mishra and Koehler (2006) and Wellington (2005) outlined that effective implementation of technology for learning requires more than isolated, narrow use of ICT; Voogt and Pegrum also advocate a broad, rather than focused integration. They indicate that such findings may influence decisions against computer literacy as a separate subject (2005). This is an interesting point with the implementation of Digital Technologies Curriculum across Australian schools this year.

I think that the requirements of the Digital Technology curriculum serve to deepen the use of ICT beyond the superficial. The Digital Technology Hub published and circulated a useful infographic, outlining differences in practice between the ICT General Capabilities and Digital Technology, which I find helpful to consider ways in which ICT may be integrated into using the curriculum as opposed to, or alongside the capabilities.



ACARA. (2016). Australian Curriculum: General Capabilities. Retrieved from

Digital Technologies Hub. (2017). What’s the difference between ICT capability and digital technologies [infographic]. Retrieved from

Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.

Proctor, R., Watson, G. and Finger, G. (2003). Measuring information and communication technology (ICT) curriculum integration. Computers in the Schools, 20(4): 67–87.

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

Wellington, J. (2005). Has ICT come of age? Recurring debates on the role of ICT in education 1982-2004. Research In Science & Technological Education, 23(1), 25-39.