Australian Professional Standards for Teachers

Engaging through ICT

About this Illustration of Practice

A highly accomplished year 9 teacher demonstrates how he uses a blog and video tutorials to engage students and support his colleagues. The teacher uses professional photo-retouching software to engage students in exploring representations of women in the media and present multiple avenues for students to learn at their own pace. The teacher models the use of the software to the whole class, allows students time to explore for themselves with written directions on a blog as guidance, and records video tutorials on the blog which are also accessed and utilised by his colleagues and professional network.

Standard 2
Know the content and how to teach it
Focus area 2.6
Information and Communication Technology (ICT)
Career stage
Highly Accomplished
Model high-level teaching knowledge and skills and work with colleagues to use current ICT to improve their teaching practice and make content relevant and meaningful.
Other descriptors
Standard 3
Plan for and implement effective teaching and learning
Focus area 3.4
Select and use resources
Career stage
Highly Accomplished
Assist colleagues to create, select and use a wide range of resources, including ICT, to engage students in their learning.
  1. How can you work with colleagues to select and use digital resources and tools to complement teaching practice and improve student engagement?
  2. How can you model the use of ICT to meet the needs of diverse cohorts of students, or teach those areas of content that often constitute barriers to further learning?
East Doncaster Secondary College
Year level
Year 9
Related subject
Stage of schooling
School type
School location
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East Doncaster Secondary College in suburban Melbourne offers a broad general education from Years 7 to 12. The teacher of Media at year 9 recognises that teaching a topic using a lock step approach can be bewildering for students who lack confidence and frustratingly slow for advanced students. His flexible learning approach allows students to work at their own pace within and outside the classroom. It also allows him to assist those who need support at key moments in the learning process. The teacher’s development of high-quality flexible learning resources has found an Australia-wide audience.

Content provider
Australian Teachers of Media (ATOM)

© Australian Institute for Teaching and School Leadership (AITSL), 2012 (except where indicated under acknowledgements). You may use, reproduce and adapt this material for educational purposes until 30 June 2019, provided you retain this notice and all acknowledgements associated with the material.