My personal approach to using digital technologies in the contemporary classroom is centered on the idea that technology should genuinely support learning, not just throw in digital tools without a real purpose. Selwyn (2016) encourages educators to think critically about what we actually mean when we talk about technology in education, and that it really shapes how I plan and teach. I try to make sure that any digital tool I use helps students understand concepts more clearly, engage more deeply, or access learning in ways that suit them.

A big part of this is using technology to break down learning into manageable, meaningful steps. Whether students are analysing information, planning a project or collaborating with their peers, digital tools help me make learning more transparent. Shared documents, online discussion spaces, and digital planners allow students to see expectations clearly and track their progress over time. Lime et al (2013) describes how schools need to keep pace with growing technological trends, and integrating these tools helps students build the digital literacy skills they will need long after they leave school.

Out school also uses a digital system that allows me to track students progress, provide feedback and monitor completion of tasks. This has become a key part of my practice. It means I can quickly identify who needs extra support, who is ready to be extended, and who may be disengaging. Students can see comments and next steps in real time, which helps them take more responsibility for their learning. It also supports communication with families and allows me to keep a clear picture of the whole class.

Digital tools playa huge role in supporting differential learners. Not every student processes information in the same way, and technology helps me offer multiple pathways to the same goal. Some students benefit from visual demonstrations; others prefer written instructions, audio explanations or interactive activities. Allowing students to choose the format that works best for them supports confidence and reduces frustration. This aligns with Lim et al’s (2013) point that technology can create more flexible, learner-centered environments.

Inclusivity is also central to how I use digital tools. students with additional learning needs often benefit from assistive technologies like text-to-speech, digital highlighting, visual organisers or captioned videos. Online submission formats help students who struggle with handwriting or organisation, while collaborative digital spaces allow quieter students to contribute without the pressure of speaking at loud in class. Selwyn’s (2016) reminder that technology is not neutral, pushes me to think whether tools I select are genuinely increasing access or unintentionally creating new barriers.

Finally, technology supports students in developing general skills they need in a modern, digital world – communication, problem-solving, creativity and self-management. Using digital tools across subjects helps students become adapted learners who can navigate unfamiliar platforms and work independently.

Overall, my approach is to use digital technologies thoughtfully and purposefully, ensuring they enhance learning, support diverse learning needs and help create an inclusive environment where all students can succeed.

Lim, C. P., Zhao, Y., Tondeur, J., Chai, C. S., & Tsai, C. C. (2013). Bridging the gap: Technology trends and use of technology in schools. Journal of Educational Technology & Society, 16(2), 59–68. https://www.jstor.org/stable/jeductechsoci.16.2.59

Selwyn, N. (2016). What do we mean by ‘education’ and ‘technology’? In Education and technology: Key issues and debates (2nd ed., pp. 1–20). Bloomsbury Publishing.