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- 1. NSW Department ofEducation <Insert date> < insert facilitator name> Student use of digital devices and online services Parent and carer consultation
- 2. NSW Department ofEducation 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 2
- 3. NSW Department ofEducation • 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 3
- 4. NSW Department ofEducation Online services are any software, website or app that can gather, process or communicate information Online Services 4
- 5. NSW Department ofEducation 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 5
- 6. NSW Department ofEducation 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. 6
- 7. NSW Department ofEducation 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 ofEducation • 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 ofEducation Digital technology at our school 9 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 ofEducation How our school currently uses digital technology for: Digital technology use at our school 10 Learning Teaching Leading Other Add content Add content Add content Add content
- 11. NSW Department ofEducation What systems and hardware the school currently uses Digital technology at our school 11 Resource (examples are below) Description Desktop computers in classroom Class sets of laptops / tablets / etc. Computer Lab BYOD program Network
- 12. NSW Department ofEducation 12 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 ofEducation 13 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 ofEducation 14 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 ofEducation 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 15
- 16. NSW Department ofEducation • 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 16
- 17. NSW Department ofEducation • 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? 17
- 18. NSW Department ofEducation 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 18 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 ofEducation • 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? 19
- 20. NSW Department ofEducation • 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 20
- 21. NSW Department ofEducation SAFE RESPONSIBLE RESPECTFUL
- 22. NSW Department ofEducation Supporting students to use digital devices and online services in safe, responsible and respectful ways is a shared responsibility. Responsibilities and obligations 22
- 23. NSW Department ofEducation Next steps 2 3
Editor's Notes
- #2 Script The use of digital technology has increased as an important tool for teaching, learning and leading in our schools. We also know our students use technology frequently in their everyday lives. This meeting is the start of conversations about how digital technology is used in our school and how we can support our students to effectively use technology in and out of school in safe, respectful and responsible ways.
- #3 Script At the start of 2020, a new Student Use of Digital Device and Online Service policy was released for implementation in NSW Public Schools. This workshop will provide us with an opportunity to: 1. Understand the key requirements of the policy. 2. Discuss our school’s digital direction and how it fits in with our school plan. 3. Gather feedback to develop the school’s Student Use of Digital Devices and Online Services Procedure and support students to use digital technology safely, responsibly and respectfully.
- #4 Script 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. Our children and young people have grown up with digital technology and it is woven into their lives. Now, more than ever, it is vital we support students in how to best use technology effectively and safely. Using digital technology can provide opportunities for deep, meaningful learning as well as increased student engagement and participation. It also supports access to a broader range of content and learning resources.
- #5 Script: An online service is any technical means to gather, process or communicate information, for example, websites, apps, social media, and other means for communicating and sharing. Discussion Here are some frequently used apps. Can anyone identify these apps? Clockwise top left- hand corner Google Chrome – cross platform web browser Microsoft word – word processor Google slides – presentation program YouTube – online video sharing platform Facebook – social media and social networking platform Twitter – microblogging and social networking service Instagram – photo and video-sharing social networking service WhatsApp – cross platform messaging and voice service Fortnite – online video platform (shooter-survival game) League of Legends – a multiplayer online battle arena video game App store – a digital distribution platform for computer software applications (apps) Google maps – a web mapping service Discord – group voice chat service for people to talk and collaborate, often used to talk to other people while playing games online Twitch – a live video-streaming service, popular for watching people play games TikTok – social media app where people can share short videos Netflix – video-streaming platform Discussion Which online services are appropriate for learning at school? Why? How can you tell? What are some of the risks for students when using online services? Many of these apps have 13+ restrictions.
- #6 Script Digital devices are the tools we use to connect to the internet or communicate with other people. As more devices become internet-capable, it’s an impossible task to try and define every possible piece of hardware that can connect to the internet or to another device. Some cars and fridges even connect to the internet. The same thing is true with all the new websites, apps, games, social media, and other online services that are appearing and disappearing every day. For this reason, the policy gives us broad definitions that are flexible enough to include all current and future technologies. At the end of the day, it doesn’t matter what bit of hardware our students are holding or touching, and it doesn’t matter what actual bit of software they are using to communicate. Instead, the test is simply whether they are using digital devices or online services at school for educational purposes and in ways that are safe, responsible, respectful and teacher- approved.
- #7 Script Why do we need this policy? The new policy has been developed to support changes as the use of digital technology in schools increases. Click once The learning and wellbeing of all our students is our priority when students engage with digital technology. Click twice We know digital technology is important to the way children and young people, learn, interact and play. It can empower authentic, meaningful, collaborative and engaged learning. We also know it also supports students develop the skills needed for the 21st century. Click twice This growth in digital technology presents a new challenge for schools, teachers, parents and carers and students – change at a rate we have not seen before. Click twice We need to balance the opportunities digital technology provides and manage any risks so students can safely use these valuable tools. Click twice: This policy also responds to a government review on non-educational use of mobile devices held in 2018 and led by Dr Michael Carr-Gregg. This review predominantly addressed smart phones and other mobile devices such as tablets.
- #8 Script Under the new policy, 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 many schools, this reflects current practice and will not be a major change
- #9 Script The policy acknowledges that technology plays an important and increasing role as students’ progress through their education. It gives us the flexibility to find a balance between the benefits and risks that best supports our school community. Schools across the state are using many different approaches to manage their use of digital technology. In our school the current approach is <insert school approach>.
- #10 Script Before we develop our school procedure. It is important that we understand how students, teachers and school leaders use digital technology now and how we want technology used in the future. The Department of Education’s School Excellence Framework provides a road map for schools across the domains of Learning, Teaching and Leading. Technology is one of the themes in the School Excellence Framework. Schools can assess their progress along the Framework from Delivering to Excelling. In: Delivering schools - Technology is accessible to staff and students Sustaining and growing schools - Technology is effectively used to enhance learning and service delivery Excelling school - Technology that supports learning is available and expertly integrated into lessons by teachers. Administrative staff are expert users of available technology and systems.
- #11 Content for this slide should be added based on the school’s context. Schools may use the staff and student consultation workshops to develop this content or use previous school planning on the use of digital technology across the domains of Learning, Teaching, Leading and Other. Script Our staff and students/We examined how digital technology is used in our school. Some of these uses are listed in this table. Discussion: Read through each Domain as appropriate. Can you identify examples of these activities? Can you add any more examples that we may have missed? Prompts: As parents, how do you use technology to engage with the school? What are other activities that you have seen your child use technology to engage in their school education?
- #12 Please complete this slide before the presentation based on your school’s resources Some examples are included in the table – they may not be relevant for your school. Schools can access data from school records, your school assets register or through ICT+ on the staff portal. Script It is also helpful to understand the systems and hardware we currently have in place. Explain the resources currently available.
- #13 Building on the work undertaken with staff and students shade (or other school analysis) shade the current position of the school on the frameworks using one colour and then another for the proposed future state. Repeat this for the domains on the next two slides. Script Our staff and students/We used a framework to map where we are now in our use of digital technology across Learning, Teaching and Leading. That is shaded in …………. We then asked the question: How can we use digital technology in the future to enhance our students educational experience so that it is connected, informed and empowered? As our school planning cycle is over 4 years, students and staff/ we thought about this question 4 years into the future. For example, if a student is in Year 7/Year 2 – how would you hope they are using digital technology in Year 11/Year 6. Walk through the frameworks with parents/carers Discussion: Do you have any feedback or question? Now we have thought about where we are heading, we can now look at shaping our school’s procedure that can support us to get there.
- #14 Repeated text Building on the work undertaken with staff and students shade (or other school analysis) shade the current position of the school on the frameworks using one colour and then another for the proposed future state. Repeat this for the domains on the next two slides. Script Our staff and students/We used a framework to map where we are now in our use of digital technology across Learning, Teaching and Leading. That is shaded in …………. We then asked the question: How can we use digital technology in the future to enhance our students educational experience so that it is connected, informed and empowered? As our school planning cycle is over 4 years, students and staff/ we thought about this question 4 years into the future. For example, if a student is in Year 7/Year 2 – how would you hope they are using digital technology in Year 11/Year 6. Walk through the frameworks with parents/carers Discussion: Do you have any feedback or question? Now we have thought about where we are heading, we can now look at shaping our school’s procedure that can support us to get there.
- #15 Repeated text Building on the work undertaken with staff and students shade (or other school analysis) shade the current position of the school on the frameworks using one colour and then another for the proposed future state. Repeat this for the domains on the next two slides. Script Our staff and students/We used a framework to map where we are now in our use of digital technology across Learning, Teaching and Leading. That is shaded in …………. We then asked the question: How can we use digital technology in the future to enhance our students educational experience so that it is connected, informed and empowered? As our school planning cycle is over 4 years, students and staff/ we thought about this question 4 years into the future. For example, if a student is in Year 7/Year 2 – how would you hope they are using digital technology in Year 11/Year 6. Walk through the frameworks with parents/carers Discussion: Do you have any feedback or question? Now we have thought about where we are heading, we can now look at shaping our school’s procedure that can support us to get there.
- #16 Script Each school is required to have a Student Use of Digital Devices and Online Services procedure. This procedure can support us the school achieve our digital direction. Our school procedure will: 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.
- #17 Script: To develop our school procedure we are gathering the views from our staff, students and parents to inform what will be included. The school executive will make the final decision after listening to the voices of our community. Today we will discuss: Positive and negative impacts of any restrictions. How we will manage inappropriate use of devices. We will also share with you the descriptions of safe, respectful and responsible use of digital technology and the rights and obligations of stakeholders as described in the policy - school staff, parents and students.
- #18 This is a secondary school slide. Script Our school, in consultation with our community, will determine any restriction to be applied to the use of digital devices by our students. This includes school, personal and BYOD (if relevant) devices. The procedure will cover use at school and at school-related settings off-site. School-related settings include events such as excursions, camps, sport, work experience, and other teaching venues. It also includes other places and activities where there is a clear and close connection between the student and the school. The school will work with individual students and their parents or carers where an adjustment or exemption may be required for a student’s learning and/or wellbeing needs. Additional information if required: A clear and close connection can include events that occur outside of school but are then reported to a school staff member or have an impact in the school. This connection may exist in situations where, for example: Online contact has flow on consequences at school. Students are online in digital classrooms. There is harassment or vilification of another student or staff member. There is inappropriate discussion about school matters taking place publically or online. Exemptions Provision for exemptions must be included in the school procedure and can be requested from the principal by parents, carers, school counsellors and other student support staff, and, if required, students themselves. This may cover times when or places where use would otherwise be restricted. Except where required by law, the school principal has discretion to consider and approve exemptions and to choose which parts of the school procedure the exemptions apply. The exemption may be ongoing or for a certain time period. Examples of exemptions include: The student has wellbeing needs and may need to privately contact a support service or their parents or carers. Examples of support services may include Headspace, FACS, juvenile justice case workers and religious leaders. The student is a young carer. Family circumstances may require an exemption for compassionate reasons. This may include circumstances such as a family member having a new baby, undergoing an operation or facing terminal illness. It may also include restrictions on times such as contacting a family member living overseas or due to parental incarceration. The student has a compelling, short term reason such as hearing back from an employment interview. Adjustments Some students require reasonable adjustments to their learning and support needs for reason of a disability. A disability includes a medical condition impacting a student. Reasonable adjustments include access to digital technologies to participate in the education on the same basis as a student without a disability. The school must consult the student, and their parents or carers as appropriate, in determining the adjustments for the student. Providing reasonable adjustments to students with disability is an obligation under the Disability Standards and does not require students or parents or carers to seek an exemption under the policy.
- #19 This is a secondary school slide - see facilitators notes for this activity. We need to consider a way to manage devices that best suits our school community. There are different ways schools may manage devices at schools. First click: No restriction – Students can use digital devices in class, the playground and in the school related settings. Second Click: Partial restriction – Students cannot use digital devices in class or other schools activities such as assemblies. Students may use devices in some circumstances. Third Click: Examples include: 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, school sport, work experience placements, etc. Fourth Click: Full restriction – students cannot use devices at school or related setting unless approved for an educational purpose. In small groups, discuss these options and others you may think of. When discussing partial restrictions – consider when and where devices could be used. On the handout list each approach you are considering and the positive, negative and other consequences of each approach. Facilitators might like to do this as a whole group using post it notes on larger sheets.
- #20 This is a primary school slide. Script Our primary schools will develop and implement a new procedure on the use of digital technology. This includes school, personal and BYOD (if relevant) devices. This new school procedure sets school-wide expectations for staff, students, parents and carers. For primary school students, digital devices will not be permitted at recess, lunchtime and during class, unless approved by a teacher for educational purposes – this is mandatory and will be included in our procedure. It covers use at school, at school-related events off-site and where a clear and close connection between the student and schools exists. The school procedure applies for all students while they are at school. The procedure also applies to school-related settings including excursions, camps, other teaching venues, and other places and times where there is a clear and close connection between the student and the school. A clear and close connection can include issues that occur outside of school but are then reported to a school staff member or have an impact in the school. This connection may exist in situations where: Online contact has flow on consequences at school. Students are online in digital classrooms. There is harassment or vilification of another student or staff member. There is inappropriate discussion about school matters taking place publically or online. The school will work with students and their parents or carers where an adjustment or exemption may be required for a student learning and/or wellbeing need. Exemptions Provision for exemptions must be included in the school procedure and can be requested from the principal by parents, carers, school counsellors and other student support staff, and, if required, students themselves. This may cover times when or places where use would otherwise be restricted. Except where required by law, the school principal has discretion to consider and approve exemptions and to choose which parts of the school procedure the exemptions apply. The exemption may be ongoing or for a certain time period. Examples of exemptions include: A student has wellbeing needs and may need to privately contact a support service or their parents or carers. Examples of support services may Headspace, FACS, etc. A student is a young carer. Family circumstances may require an exemption for compassionate reasons. This may include circumstances such as a family member having a new baby, undergoing an operation or facing terminal illness. It may also include restrictions on times when a student can contact a family member living overseas or due to parental incarceration. A student has a compelling, short term reason. Adjustments Some students require reasonable adjustments to their learning and support needs for reason of a disability. A disability includes a medical condition impacting a student. Reasonable adjustments include access to digital technologies to participate in the education on the same basis as a student without a disability. The school must consult the student, and their parents or carers as appropriate, in determining the adjustments for the student. Providing reasonable adjustments to students with a disability is an obligation under the Disability Standards and does not require students or parents or carers to seek an exemption under the policy.
- #21 See facilitator notes Whole group discussion on the following points. The conversation should be noted. Script First click We are now going to discuss other elements of the school procedure. We need to try to predict any unintended consequences. Second Click Device storage at school If our school has restrictions on the use of devices, particularly mobile phones, we need to consider the school protocol for storage of devices when not in use. Ideas include: Off and away in bags Phones in lockers (when available) Off and left at the school office Hand in your phone at the start of class (in a box) Phones in class but can only be used for learning activities Locked phone pouch For further information see “ Different ways to manage devices” in the workshop resources. Third Click Contact between students and their parents, carers, employers, etc. during school hours We need to consider our school’s approach to parent, carer and student communication during the school day. It is recommended that if a student should need to make a call during the school day, they approach the administration office and ask for permission to use the school’s phone. During school hours, parents and carers are expected to only contact their children via the school office. Fourth Click Consequences for inappropriate use Do we have specific consequences about digital devices or follow our school wellbeing and discipline procedures? Fifth click (or delete if not applicable) Bring your own device The procedure also governs students participating in our school’s BYOD program. Devices used in BYOD are to be considered just like any other digital device at school, and the restriction on the use of these devices applies here just as it does with school-owned digital devices. Teachers will continue to incorporate digital devices into their classroom practice, and will decide when and how they are best used in their classrooms. In summary: There is no change to the types of devices allowed, or their specifications. BYO devices can still be brought to school. Students are expected to use all digital devices in safe, responsible and respectful ways. The school procedure on digital devices and online services applies whether the student is using a device they own or one the school has provided. Classroom teachers decide when and how students can use digital devices for educational purposes.
- #22 Read facilitators notes for this activity Script Students’ safe, responsible and respectful use of digital devices and online services is a key message of this policy. This the greatest protective factor when students use technology. We want students to have enough information to be clear about what this looks like. Write your thoughts on some post-it notes about how our students can be safe, respectful and responsible when using digital devices and online services. You can post these on the sheets hanging on our walls.
- #23 Read facilitator notes for this activity Script It is a shared responsibility by students, school staff, parents and the broader community to support our children and young people to navigate the modern world safely. This is of great importance when children and young people are using digital technology The Student use of Digital Devices and Online Services policy includes details or these responsibilities and obligations. We need to consider these when we develop our school procedure . This handout outlines these responsibilities and obligations We would appreciate any comments on these. Take your time to read the handout and write any comments on the sheet. You can do this now or at home and return them to school.
- #24 Thank you for the important information you have shared with us to support the development of our school procedure. Provide advice about the schools next steps in developing the school’s digital direction and school procedure and what further feedback you may or may not be seeking. Take questions.