Reflections throughout ESC407

Digital technologies have been integrated into schools because they align with evolving policy expectations, contemporary curriculum priorities, and shifts in pedagogy towards more active, collaborative, and student-centred learning. Curriculum documents such as the Australian Curriculum embed ICT capabilities as a general competence, signalling that digital literacy is fundamental for participation in modern society (Newhouse, 2013). Similarly, national policy reports emphasise preparing students digitally mediated world where technological fluency is essential for work, communication and civic engagement (Thomson, 2015).

Pedagogically, digital technologies support learning approaches grounded in constructivist theory. Harasim (2017) argues that digital environments enable knowledge building through interaction, discussion, and shared problem-solving. This theoretical framing is reflected in classroom practices where technology is used not simply as a delivery tool, but as a space for co-creating meaning. Smith and MacGregor’s (1992) description of collaborative learning as joint intellectual effort further explains why technologies that facilitate communication and shared authorship have become central in schools.

Research also shows that social and participatory platforms strengthen collaborative learning by expanding opportunities for peer engagement and multimodal interaction (Henderson et al., 2013). The use of tools such as Padlet, Google Workspace, or learning management systems enables students to contribute ideas, offer feedback, and build upon each other’s thinking, even when they are not in the same physical space. This reflects broader trends identified by Lim et al (2013), who note that technology integration is increasingly driven by its capacity to personalise learning and enhance learner agency.

Finally, Bower (2017) emphasises that well-designed technology-enhanced learning environments can extend the boundaries of the classroom, offering students greater access to resources, peers, and authentic tasks. Together, these policy, curriculum, and pedagogical drivers explain why digital technologies are not add-ons, but essential components of modern schooling.

References:

Bower, M. (2017). Pedagogy and technology-enhanced learning. Emerald Publishing.

Harasim, L. (2017). Learning theory and online technologies (Chap. 5). Routledge.

Henderson, M., Snyder, I., & Beale, D. (2013). Social media for collaborative learning: A review of school literature. Australian Educational Computing, 28(2).

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.

Newhouse, C. P. (2013). ICT in the Australian curriculum.

Selwyn, N. (2016). Education and technology: Key issues and debates. Bloomsbury.

Smith, B. L., & MacGregor, J. T. (1992). What is collaborative learning? In A. S. Goodsell et al. (Eds.), Collaborative learning: A sourcebook for higher education. National Center on Postsecondary Teaching, Learning, and Assessment.

Thomson, S. (2015). Policy insights: Australian students in a digital world #3. Australian Council for Educational Research.