this is for digital media teaching

1. NSW Department of Education
<Insert date>
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Student use of digital devices
and online services
Parent and carer consultation

2. NSW Department of Education
1. To inform our parents and carers of the new Department of Education policy
governing student use of digital devices and online services at school.
2. To build an understanding of the digital direction of our school.
3. To develop procedures and practices that support our students to use digital
technology safely, responsibly and respectfully.
Purpose
Parent and carer consultation
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3. NSW Department of Education
• This policy provides advice to NSW public school communities in managing
students’ use of digital devices and online services.
• It promotes the learning, safety and wellbeing of students and the management of
any risk of harm and distraction.
Student use of digital devices and online services policy
Background
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4. NSW Department of Education
Online services are any software, website or app that can gather, process or
communicate information
Online Services
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5. NSW Department of Education
Digital devices are electronic devices that can receive, store, process and share
digital information and connect to applications (apps), websites and other online
services.
Digital Devices
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6. NSW Department of Education
Digital technology
can empower
authentic,
meaningful,
collaborative and
engaged learning.
Digital devices
present a new
challenge for
schools, teachers,
parents and carers
and students.
Schools need to
manage the
benefits and risks of
these devices.
The 2018 Review
into the non-
educational use of
mobile devices in
NSW schools.
The learning, wellbeing and safety of our students is a priority
The case for change.
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7. NSW Department of Education
Primary-aged students are not allowed to use digital devices
during class time, recess and lunch, unless for an educational
purpose or other reasons, such as an adjustment to support
learning and wellbeing.
For primary schools

8. NSW Department of Education
• Secondary school principals, in consultation with
their communities, will continue to determine
how digital devices and online services are
restricted or permitted in their schools.
• Schools across the state are using many
different approaches to manage the use of
digital technology.
For secondary schools

9. NSW Department of Education
Digital technology at our school
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Learning Teaching Leading
Technology is one of the themes in the School Excellence Framework.
• Delivering - Technology is accessible to staff and students.
• Sustaining and growing -Technology is effectively used to enhance learning and
service delivery.
• Excelling - Technology that supports learning is available and expertly integrated
into lessons by teachers. Administrative staff are expert users of available
technology and systems.

10. NSW Department of Education
How our school currently uses digital technology for:
Digital technology use at our school
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Learning Teaching Leading Other
Add content Add content Add content Add content

11. NSW Department of Education
What systems and hardware the school currently uses
Digital technology at our school
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Resource (examples are
below)
Description
Desktop computers in
classroom
Class sets of laptops /
tablets / etc.
Computer Lab
BYOD program
Network

12. NSW Department of Education
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LEARNING Foundation Delivering Sustaining and growing Excelling
In our school, digital
technology is used to
enhance and extend
student learning and
connect students to
learning beyond their
physical environment
Digital literacy is
developed measured and
monitored.
Students use of digital
technology is usually
teacher directed.
Students use digital
technology to support
learning in their classroom
and can independently
select the appropriate
technology to enhance their
learning.
Students use digital
technology independently to
access learning
experiences as they need to
within and beyond the
school.
Students and teachers co-
design digital learning
experiences that are
relevant to their needs.
Students learn to use
technology in an ad-hoc
manner and activities may
not relate to other learning,
Activities include basic
operations such as typing
work to hand to the teacher
Students sometimes use
technology to work with
peers and to demonstrate
and share their learning with
their teacher.
Students use technology to
work with their peers and
support other’s learning.
They can share their
learning with an authentic
audience
Students use technology for
efficient and effective
collaboration,
communication and to
support the learning of
others. They share their
learning and resources with
real world audiences.
Safe and ethical use of
digital technology for
learning is not taught.
Students understand and
demonstrate safe and
ethical use of digital
technology for learning.
Students learn to use digital
technology ethically as part
of lessons in different
subject areas.
Students model appropriate,
safe and ethical use of
technology
Our digital direction

13. NSW Department of Education
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TEACHING Foundation Delivering Sustaining and growing Excelling
In our school, teachers use digital
technology for effective planning,
programming and to monitor student
growth.
Digital technology is an important
teaching tool for innovation, evaluation
and improvement, and used for efficient
and effective feedback and reporting.
Technology is also used to access and
utilise student wellbeing information
Digital literacy is understood and
modelled by staff.
Teachers use digital technology to
address teaching and learning
challenges in their own classes.
Teachers use digital technology to
enhance some aspects of their
teaching and learning. They
regularly collaborate and share digital
innovations within the school.
Teachers use technology to
personalise learning and connect
students to remote learning. They
regularly collaborate, share digital
innovations and seek solutions from
the other schools.
Teachers collaborate beyond the
school to support innovation that
improves learning and/or
administration.
Teaching programs are created in
isolation and are not responsive to
student needs.
Teaching programs are developed by
sharing tasks and combining the
work later.
Teachers collaborate to co-design
learning programs.
Teachers co-design learning
programs with students and a range
of stakeholders.
Teachers record student data for their
own use and student wellbeing is
tracked by individual teachers
Teachers record and access
standardised assessment data on a
school wide system and student
wellbeing data is recorded centrally.
Teachers record and access
progressive learning information in a
central system. Parents and students
can also access information on
request.
Teachers use student wellbeing data
from a central system.
Teachers manage, contribute to and
access current and historical learning
data as required. Student wellbeing
data is in a single, integrated, system
to inform wellbeing, teaching and
learning programs.
Teachers deliver student feedback
face to face and manually report to
parents.
Teachers provide students with
digital pathways to submit work and
receive feedback and use a
centralised system to create student
reports.
Teachers use published assessment
measures to provide feedback to
students using a variety processes.
Teachers reports are created and
distributed digitally.
Teachers and students co-create
assessment measures.
Students, parent and carers can
access student learning information
in real time.
Teachers do not model safe and
ethical use of digital technology.
Teachers model safe and ethical use
of digital technology.
Teachers model and teach safe and
ethical use of technology.
Teachers apply a high level of digital
literacy.
Teachers do not participate in
professional learning learn to use
digital technology for teaching and
learning.
Staff participate in professional
learning learn to use digital
technology for teaching and learning
and some staff use technology to
connect to Professional Learning
Communities (PLCs).
Most teachers use digital technology
to connect and contribute to PLCs.
Staff critically analyse information
from their PLCs in light of research
on effective practice and school
needs.
Staff actively share evidence backed
information with their PLCs.
Some teachers are able to
troubleshoot simple solutions to
common technology issues
Teachers are able to troubleshoot
simple solutions to common
technology issues.
Teachers confidently troubleshoot
solutions to ICT technology issues
Our digital direction

14. NSW Department of Education
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LEADING Foundation Delivering Sustaining and growing Excelling
In our schools, leadership is
distributed and enabling.
School systems, infrastructure
and processes are developed
to prioritise quality teaching
and learning.
School leaders support
professional learning and
develop systems for managing
learning resources.
Leaders develop a vision of the
use of digital technology that
aligns with the school plan
Leaders actively share a vision of
quality learning that includes the
role of digital technology.
The whole school community is
aware of the quality learning
vision and the role of digital
technology .
School leaders articulate a quality
learning vision for the school that
empowers purposeful digital
innovation.
Staff and students do not
generally use digital technology
for learning and teaching.
Staff and students access digital
technology in specific locations
(e.g. library, computer room,
class sets.)
Staff and students use digital
technology in any learning
environment to support teaching
and learning.
Leaders align digital technology
procurement to the school vison
of quality learning. Staff pro-
actively innovate their use of
technology to address school
improvement targets.
Staff express low confidence in
the ICT infrastructure in the
school.
Staff accept that ICT
infrastructure will deliver the
expected service
Staff no longer discuss ICT
infrastructure because it just
works.
Leaders have a strategic view of
ICT infrastructure that accounts
for future innovation.
Technology is not included in the
school professional learning plan
though some staff participate in
learning to upskill themselves in
technology use.
Professional learning is face to
face.
Most staff participate in
professional learning to upskill
themselves in technology use.
Professional is learning is mostly
face to face
Professional learning completion
is tracked through electronic
records that integrate with
department and NESA systems
Staff participate in professional
learning to upskill themselves in
technology use to address school
improvement targets.
School leaders draw on and
contribute online professional
learning experiences to the
broader system.
Teachers find or create digital
learning resources in isolation for
students in their classes to use.
Teachers share digital resources
that they find or create within the
school and have access to digital
resource repositories.
School created digital resources
are managed centrally and
access to digital resource
repositories is aligned to the
school’s quality learning vision.
Staff routinely share digital
resources and how they use
them beyond the school.
Opportunities to automate
processes are not explored.
The school is working to
automate simple processes.
School staff actively seek
opportunities to automate
processes.
School staff employ automated
processes that increase the
instructional focus of teachers.
Our digital direction

15. NSW Department of Education
Each school is required to have its own school procedure to:
• Implement the Student Use of Digital Devices and Online Services policy.
• Set expectations for safe, responsible and respectful use of digital technology.
• Describe our school’s approach to devices at schools including any restrictions.
• Identify how adjustments or exemptions will be managed for individual students.
• Describe the roles and obligation of students, school staff, parents and carers.
Developing our school procedure
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16. NSW Department of Education
• Gather the views from our staff, students and parents to inform the development
of our school’s approach to the student use of digital devices and online services
at school and in school related settings.
• Discuss positive and negative impact of any restrictions.
• Consider the school’s management of inappropriate use.
• Build understanding of safe, respectful and responsible use of digital technology.
• Explore the rights and obligation of stakeholders.
Process
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17. NSW Department of Education
• Our school, in consultation with our community, will determine any restriction to
be applied to the use of digital devices by our students.
• This covers use at school, at school-related settings off-site and where a clear
and close connection between the student and school exists.
• We will work with individual students and their parents or carers where an
adjustment or exemption may be required.
What will this mean for our school?
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18. NSW Department of Education
There are different ways secondary schools may manage devices.
• No restriction – Students can use digital devices in class, the playground and in other
school related settings
• Partial restriction – Students cannot use digital devices in class or other school activities
such as assemblies. Students may use devices in some circumstances. Examples include:
• Full restriction – students cannot use devices at school or related setting unless approved
for an educational purpose.
Digital technology – Possible approaches in secondary schools
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At recess and lunch In certain supervised areas of the
playground
Between classes Only by some years (e.g. Years 11 and 12)
Also consider – school excursions, school camps, schools sport, work experience
placements, etc.

19. NSW Department of Education
• Digital devices will not be permitted at recess and lunch and during
class, unless approved by a teacher for educational purposes.
• This covers use at school, at school-related events off-site and where a
clear and close connection between the student and school exists.
• We will work with students and their parents or carers where an
adjustment or exemption may be required.
What will this mean for our school?
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20. NSW Department of Education
• Device storage at schools
• Contact between students and their parents, carers, etc. during school hours.
• Consequences for inappropriate use.
• How we manage BYOD.
What else should we consider?
Our school’s approach
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21. NSW Department of Education
SAFE
RESPONSIBLE
RESPECTFUL

22. NSW Department of Education
Supporting students to use digital devices and online services in safe,
responsible and respectful ways is a shared responsibility.
Responsibilities and obligations
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23. NSW Department of Education
Next steps
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