By Michael Hilkemeijer

 

 

 

 

 

 

 

 

Why We Must Prioritise Literacy in the Primary Years

The importance of teaching literacy in primary schools cannot be overstated. Literacy forms the foundation for all future learning—it empowers students to communicate, comprehend, reflect, and critically engage with the world around them. In today’s digital world, supporting literacy in the classroom requires more than books and pencils. It requires a new layer of capability—digital literacy—that enables learners to access, evaluate, and create meaning using technology.

 

Yet, for many teachers, the question remains: how do I actually improve literacy skills in primary schools with ICT?
Liam, a Year 5 teacher from rural New South Wales, was asking that very question as he browsed through one of our blogs late one evening. He knew he was doing his best—but he also knew that his students deserved more engaging, relevant, and tech-integrated literacy experiences.

 

That blog was the beginning of his transformation.

 

 

The Starting Point: Liam’s Pain Points and Realisations

Before joining the ICT in Education Teacher Academy, Liam was doing what many teachers do—bringing tech into his classroom in small ways, like typing stories or using online quizzes. But deep down, he knew something was missing. There was no cohesion. No strategy. Most of all, he didn’t feel confident that his use of ICT was genuinely enhancing student learning in literacy.

 

The problem wasn’t access to devices—it was knowing how to integrate ICT meaningfully. Liam felt the pressure of teaching writing and comprehension while also engaging students in digital literacy. But without a roadmap, he was unsure how to bring it all together.

 

He had attended PD sessions that showed how to use apps or websites, but none of them helped him answer the bigger questions:

• How do I know if this tool improves student learning?

• How do I teach both traditional and digital literacies side by side?

• How do I keep growing as technology evolves?

 

He found his answer in the ICT in Education Teacher Academy—a professional learning community that prioritises strategic ICT use in education and supports teachers at every stage of their learning.

 

 

 

How Liam Began to Support Literacy with ICT—The Right Way

Liam began by exploring the Year 5 Literacy with ICT instructional course and using the eBook to plan targeted lessons. These weren’t generic tech tutorials—they showed him how to connect ICT directly to his literacy objectives, and how to think pedagogically about each decision.

 

He learned that purpose-driven ICT integration begins with clarity:

• Start with the literacy goal (e.g., persuasive writing or comprehension)

• Match the tool to the goal—not the other way around

• Use ICT to deepen understanding, not distract from it

 

What changed everything for Liam, however, was having access to the community and Wisdom Tool throughout the process.

 

When he was unsure how to introduce digital storytelling, he typed his question into the Wisdom Tool:

“What’s the best way to scaffold digital story creation in Year 5?”

 

Within minutes, he had a step-by-step guide and links to sample tasks used by other members.

 

When he needed help evaluating student-created multimodal texts, he posted in the community and received advice on how to assess both the literacy content and the ICT capability—something no previous PD had shown him how to do.

 

 

 

 

 

What Is Purpose-Driven, Effective Literacy with ICT Integration?

Liam learned early on in the Year 5 Literacy with ICT instructional course that effective integration means starting with the literacy objective—not the tech tool—and aligning it to a specific curriculum outcome. This approach allowed him to:

• Choose ICT tools with intent (e.g., PowerPoint for sequencing narratives, Word for persuasive writing)

• Embed digital skills (e.g., formatting, hyperlinking, evaluating online texts) into traditional literacy outcomes

• Focus on how students used technology to strengthen their literacy thinking

 

Here’s what effective integration looks and sounds like in Liam’s classroom:

Literacy Focus	What it looks like	What it sounds likie
Narrative Writing	Students using PowerPoint slides to plan, draft, and animate stories	“Can I add a slide that shows what the character feels?”
Persuasive Texts	Students using WordArt and layout tools to enhance impact	“Let’s try bolding this word to make the argument stronger.”
Comprehension	Students evaluating online articles and summarising key points	“This site ends in .org—do you think it’s reliable?”

 

This purposeful use of ICT supported Liam to meet multiple outcomes simultaneously across the curriculum.

 

 

 

How He Continued to Grow and Adapt as a Teacher

The real value of Liam’s experience came through ongoing reflection and support.

Using the workbook’s planning and reflection tools, he began to revise lessons based on what his students needed—not just what the tech could do.

 

He returned to the community regularly to:

• Share what worked and what didn’t

• Ask for feedback on student responses

• Download new templates shared by other members

• Discuss modifications for different learning levels

 

Each interaction built his confidence, and over time, his classroom practice evolved into something more connected, creative, and future-focused.

 

 

 

 

How Can Primary Teachers Integrate ICT Effectively in Literacy?

Liam followed this 4-step framework from the membership workbook and instructional course:

1. Plan with Purpose

   • Identify a clear literacy objective and match it with a suitable ICT tool

   • Refer to Australian Curriculum codes (e.g., ACELY1704, ACELA1511) to guide selection

2. Start from the Student

   • Assess their current ICT and literacy abilities

   • Use planning templates to differentiate instruction

3. Use Provisionality in ICT

   • Teach students to draft, edit, and reflect using features like spell check, track changes, and multimedia enhancements

4. Reflect and Refine

   • Encourage students to reflect on how ICT enhanced their message

   • Use digital portfolios and observational notes to guide next steps

 

 

 

How Can Teachers Meet the Needs of All Learners?

The membership provided Liam with strategies to differentiate literacy with ICT:

• Provide tiered access to software (basic → advanced features)

• Group students by readiness (e.g., tech buddies, peer-editing stations)

• Scaffold tasks using templates from the Year 5 Literacy with ICT eBook

• Use interest-driven tasks (e.g., coding a choose-your-own-adventure story for gaming fans)

 

Here's how Liam tailored tasks:

Learner Group	Strategy	Example
Emerging Writers	Audio dictation or word banks	Recording persuasive arguments using voice tools
Visual Learners	Infographics or slide decks	Using Canva to present story themes
Confident Writers	Hyperlinked documents or embedded media	Creating interactive fiction in Google Docs with hyperlinks

 

 

 

How Can Reflective Practice and Assessment Inform Instruction?

Using the assessment templates in the workbook, Liam began tracking more than just completed tasks. He documented how students engaged with digital tools, how their literacy ideas evolved through editing, and how they reflected on their progress.

• Self-assessments using digital rubrics

• Peer feedback sessions via shared Google Docs

• Teacher notes logged using observation checklists from the course

 

This approach—one that ties reflection to professional learning—was a turning point. It didn’t just support student growth; it sharpened Liam’s instructional decision-making.

 

 

 

How Does the Membership Foster Teacher Collaboration and Continuous Growth?

Liam discovered that one of the most powerful elements of the membership was the community. He no longer felt like he was “figuring it out alone.”

 

Inside the membership, Liam:

• Joined weekly discussions with other primary teachers

• Asked the Wisdom Tool, “What digital tools support persuasive writing for Year 5?” and got 24/7 responses

• Shared student work samples to receive constructive feedback

• Gained new strategies from the Members’ Library and fellow educators adapting lessons to their classrooms

 

This culture of collaboration and reflection helped Liam move from adoption to transformation.

 

 

 

 

What Helped Liam Achieve All This? The Membership Tools at a Glance

Membership feature	How Liam used it
Instructional Course	Built foundational knowledge and lesson structure
Year 5 eBook	Accessed classroom-ready, curriculum-aligned tasks
Wisdom Tool	Received instant, contextualised teaching solutions
Community Forum	Exchanged ideas, adapted lessons, received feedback
Workbook Templates	Tracked student ICT use and reflected on practice

 

 

 

A Quick Summary of What’s Possible

If you're wondering how to teach literacy in primary schools with ICT—Liam’s story shows you what’s possible:

• Purpose-driven strategies that start with curriculum—not technology

• Scaffolding and differentiation for learners at all levels

• Assessment methods that support both literacy and ICT growth

• Collaboration and mentorship from a professional teaching community

• Structured support from the instructional course and eBook that demystify how to integrate ICT into literacy effectively

 

 

 

Are You Ready to Improve Literacy with ICT?

Supporting literacy in the classroom goes beyond worksheets and spelling tests—it’s about preparing learners for a world where communication, creativity, and digital fluency go hand in hand. So if you’ve been wondering how to improve literacy skills in primary schools, maybe it’s time to follow in Liam’s footsteps.

What could you achieve in your classroom by learning how to teach literacy in primary schools with ICT?

 

 

 

 

 

 

 

Empowering Literacy with ICT: How Primary Teachers Can Integrate Technology with Purpose

Integrating ICT in primary education is no longer an optional enhancement—it’s essential for equipping students with the digital literacy and communication skills they need for today and tomorrow. But when it comes to supporting literacy in the classroom, many teachers still ask:

 

• What ICT tools genuinely improve literacy?

• How do I use them purposefully in my lessons?

• How do I meet diverse learner needs while staying aligned with curriculum expectations?

 

This article provides answers to these questions by examining real examples from the ICT in Education Teacher Academy. It focuses on what is ICT in primary education, how to effectively use ICT in primary schools to support literacy development, and how the membership provides structured support and resources to do this confidently.

 

 

 

What is ICT in Primary Education and How Does it Support Literacy?

In primary education, Information and Communication Technologies (ICT) encompass a wide range of tools, such as word processors, presentation software, digital storytelling platforms, blogs, online collaboration tools, and multimedia applications. Used effectively, these tools:

 

• Enhance reading and writing processes

• Improve engagement with texts

• Support inclusive and differentiated learning

• Promote multimodal literacy experiences

• Foster collaborative and reflective practices

 

The goal is not just to use digital tools but to integrate them in a purpose-driven way that enriches literacy learning outcomes.

 

 

 

Teaching ICT in Primary Schools: Literacy-Enhancing Tools from the Membership

The ICT in Education Teacher Academy supports teachers through downloadable lesson activities, planning tools, and a collaborative professional learning environment. The Year 4 and Year 5 literacy with ICT activities offer practical examples of how ICT can support literacy learning:

ICT Tool / Strategy	Activity Description	Supports Literacy By..	Found In Membership
Word Processor (MS Word)	Students use Callout shapes in a Word template to write open-ended questions about a visual text.	Enhancing comprehension and verbal reasoning.	Year 4 Activity 1
Text Editing and Formatting	Students redraft an informative report, adjusting headings, layout, and style using editing tools.	Strengthening writing structure, grammar, and audience awareness.	Year 4 Activity 2
Narrative Sequencing with Images	Students create a sequential narrative from images using a Word template.	Building story structure, vocabulary, and imagination.	Year 4 Activity 3
Emotions & Body Language (Visual Literacy)	Students analyse characters’ emotions and write a narrative about what happens next.	Deepening character development and inferential writing.	Year 4 Activity 4
PowerPoint for Story Writing	Students develop their own narrative using a PowerPoint template for structuring ideas.	Supporting planning, writing fluency, and multimodal storytelling.	Year 4 Activity 5
Persuasive Text in PowerPoint	Students analyse advertisements and create persuasive texts using font, layout, and WordArt.	Enhancing persuasive writing, audience awareness, and visual language.	Year 4 Activity 6
Cross-Age Tutoring (via TalkandWrite)	Students co-edit writing pieces with older/younger students via Zoom, MS Teams and shared documents.	Encouraging editing, peer feedback, collaboration, and communication.	Year 4 Activity 7
Digital Photography & Vocabulary Development	Students photograph vocabulary concepts and create a class visual word wall or digital narrative.	Strengthening vocabulary through visual language, connections, and reflection.	Year 4 Activity 8

 

There are also dedicated ICT-integrated literacy activities available for Years 1–3 and Year 5 inside the membership.

 

 

 

Supporting Literacy in the Classroom with ICT: How the Membership Helps

Primary educators using these activities report significant gains—not just in student engagement, but in their own confidence integrating ICT into literacy. That’s because the membership doesn’t just provide activities. It provides structure, purpose, and professional learning.

 

Here's how the ICT in Education Teacher Academy helps teachers make ICT work for literacy:

• Professional Planning Tools: Plan purpose-driven ICT literacy lessons with editable templates.

• Curriculum Alignment: Each activity links directly to Australian Curriculum outcomes.

• Wisdom Tool Access: 24/7 searchable support—find answers and strategies for immediate classroom use.

• Member Community: Post questions, share experiences, and reflect on practice with other primary teachers.

• Transformation Support: The membership’s Success Path helps educators reflect, adjust, and deepen their integration of ICT step-by-step.

 

Liam, a primary teacher and member, shared how using the Wisdom Tool helped him adapt the narrative writing with PowerPoint activity for a student with dyslexia—adding visuals, adjusting spacing, and embedding audio notes. With help from the community, he found new ways to extend the same activity to students working above level by introducing peer-feedback using recorded video critiques.

 

Through collaborative lesson reflection, access to downloadable planning sheets, and a progression framework that encourages reflection, trial, and refinement, Liam was able to:

 

• Understand what effective, purpose-driven literacy integration looks like

• Develop confidence with ICT tools already available at his school

• Learn how to assess student ICT capability alongside literacy outcomes

• Contribute back to the community, becoming a mentor to others

 

 

Conclusion: Why ICT Tools Belong in Every Literacy Program

The value of ICT in primary education lies not in the tools themselves, but in how they are used to support authentic literacy learning. When teachers are equipped with the right activities, training, and reflective support, ICT becomes a powerful tool for:

 

• Developing literacy in the primary classroom

• Supporting diverse learning needs

• Creating authentic, multimodal communication opportunities

• Enriching student understanding through inquiry and creation

The membership ensures you don’t have to figure it out alone. You get structure, resources, community, and responsive support to help you grow with every lesson you teach.

 

Are you ready to improve how you support literacy with ICT in your primary classroom?

 

 

 

 

 

 

 

 

 

Literacy with ICT integration in the Primary Classroom

How to teach literacy in primary schools with ICT successfully is a key question that has emerged since the world of communication, literacy, and education has changed. Today, ICTs such as word processors, email, digital video and the Internet have resulted in another profound way in which we learn, work, and play.

 

The central question that arises from this is ‘how might we conceptualise the role of ICT within current understandings of literacy and literacy instruction?’

 

Literacy is the lifeblood of learning but literacy is no longer limited to reading printed books and other paper texts. There are new skills that need to be learned so that the children’s world continues to open and for you as the teacher, you also need to effectively communicate lesson concepts, learning objectives and assessment requirements.

 

What are the new skills for literacy learning?

In my k-5 online literacy workshops for teachers, I go through each of these five skills in more detail but they include these strategies:

• The ability to find information;
• The ability to develop critical thinking;
• The ability to re-present information;
• The ability to use new media as a creative space and;
• Personalised learning.

 

Each of these stems from the new literacies that have come from the new technologies.

 

Teacher Development

As technology increasingly becomes an integral part of what we understand to be literacy, you as the teacher will require a wider set of skills and the students will require greater skill sophistication and the ability to apply these more quickly than ever.

 

Now more than ever, your role as a teacher is more important as new technologies become central to everyday literacy instruction.

 

It is through ongoing professional development that you will find in my Academy online workshops that will further boost your capacity as a teacher in literacy instruction.

 

This will be important as the extent to which ICT can be effectively used to support the development of literacy will depend to a large extent on your own personal capabilities in ICT and in literacy teaching.

 

Research has indicated that those whose technology integration were lacking in ICT only haphazardly taught the development of ICT capability.

 

This is something I am sure that you want to avoid.

 

Instead, be one of those who has literacy lessons that strongly support the development of literacy through the use of ICT by making use of the provisionality inherent in it.

 

Teachers who have completed my literacy workshops for teachers have been more willing to explore teaching approaches that integrate their use of ICT with the spirit of structured literacy teaching.

 

For example, they have become more confident in their capacity as a teacher to use large screens to model drafting and re-drafting to improve the language to a whole class. They have also encouraged shared writing using ICT and presentation software for whole-class activities that focus on aspects of story writing, grammar, or comprehension.

 

Recommended Strategies for teaching literacy with ICT

Through our continuing technology integration professional development, we focus on “capacity building, where capacity is defined as the ability to continuously learn” (Fawcett & Snyder, 1998, p. 122).

 

Our literacy workshops for teachers goes beyond just focusing on the ICT itself, but on the strategies for learning about new technologies and the strategies for making decisions about whether and how these technologies might enhance literacy learning for students.

 

By the end of our online literacy workshops for teachers, you will be able to:

• Plan for ICT integration in English/literacy lesson;
• Plan for ICT integration in English and literacy across the curriculum;
• Plan on developing ICT capabilities alongside literacy capabilities;

 

• Understand the learning environment for effective literacy with ICT instruction;
• Teach effectively with ICT in literacy lessons and;
• Use assessment to inform decision-making in the technology-rich learning environment.

 

These strategies for teaching literacy with ICT are reinforced through your application of over 100 literacy with ICT activities that is suitable for any primary curriculum.

 

They will enable you to:

• Develop ICT capability and literacy capabilities concurrently;
• Develop literacy skills and consolidate ICT capabilities;
• Utilise the available ICT in the classroom such as word processors and DTP to focus on literacy objectives.

 

 

 

 

 

Building Confident Digital Learners: A Primary Teacher’s Guide to Developing Digital Literacy

Digital literacy is a fundamental part of 21st-century learning, yet for many primary school teachers, knowing how to teach it effectively remains a challenge. While schools continue to equip classrooms with technology, it's what happens with that technology—and how it's used to develop student capability—that truly makes a difference.

 

This article explores how information communication technology literacy can be successfully embedded in literacy instruction and broader learning across the primary curriculum. It builds on the previous discussion of ICT in primary education and offers a closer look at how the ICT in Education Teacher Academy membership provides a structured, proven pathway for developing literacy in the primary classroom through digital integration.

 

 

What Is Digital Literacy in Primary Schools?

Digital literacy in primary schools refers to a student’s ability to use digital tools to access, create, evaluate, and communicate information effectively. It goes beyond basic technical skills and includes:

• Using ICT to read, write, speak, and listen in multimodal environments

• Navigating and evaluating digital texts (e.g., websites, blogs, multimedia)

• Creating digital content such as presentations, videos, or eBooks

• Understanding audience and purpose in digital communication

• Practicing ethical and safe behaviour online

 

 

In the classroom, this might look like:

• Year 4 students creating persuasive ads in PowerPoint using font styling and WordArt

• Year 5 students evaluating the reliability of online sources for a research task

• Students recording their own digital narratives and reflecting on structure and purpose

• Whole-class projects developing class blogs or websites to share learning

 

 

 

 

How the Membership Supports Digital Literacy in Primary Schools

The ICT in Education Teacher Academy is not just a repository of resources—it is a professional learning ecosystem designed to walk primary teachers through the process of becoming confident, capable facilitators of digital literacy. Where most schools leave teachers to figure it out on their own, the membership offers a comprehensive framework that makes success with digital literacy not only achievable but sustainable.

 

 

Teachers who join gain immediate access to:

• Structured digital literacy lesson plans for Year 1–5, all mapped to the Australian Curriculum and designed for immediate classroom use.

• Instructional courses that break down what digital literacy looks like at each year level, and how ICT can enhance writing, comprehension, vocabulary development, speaking, and listening.

• Interactive activity templates including:

  • Visual storytelling in PowerPoint and iMovie

  • Email writing projects that simulate real-world communication

  • Guided research tasks with a focus on information validation and safe searching

  • Website creation projects that develop both literacy and ICT fluency

 

 

 

But what makes the membership truly powerful is the intentional support structure built into every layer of the experience:

• The Wisdom Tool functions like a 24/7 mentor—type in a question (“How do I assess digital storytelling?”), and instantly receive answers grounded in proven teaching practice.

• The professional community means no teacher ever works in isolation. You’ll find advice from other educators, swap adaptations of lessons, and collaborate on strategies to differentiate ICT for diverse learning needs.

• The progression-based learning journey (outlined in the workbook) gives teachers a clear sense of direction—from exploring new tools to confidently designing, implementing, and reflecting on their own digital literacy-rich units.

 

 

This is more than just support. It’s transformation.

 

Where traditional PD ends after a single workshop, the ICT in Education Teacher Academy continues—week after week, term after term—helping you grow in confidence, capability, and creativity with ICT.

 

 

 

The Role of the Membership Workbook in Developing Digital Literacy

Central to the success of the membership is the ICT Integration Workbook, which guides members along a structured learning journey. This professional reflection tool helps teachers make measurable progress by following a step-by-step success path.

 

The workbook includes:

✅ The Success Path Milestones

• Getting Started: Identifying your current ICT practices and selecting initial literacy integration strategies

• Growing Capability: Planning and implementing ICT activities using classroom tech and membership templates

• Deepening Impact: Assessing outcomes and refining strategies based on student engagement and literacy growth

• Sharing Expertise: Contributing insights and lessons learned back to the membership community

 

Each stage includes reflection prompts, lesson logs, and planning templates to track development of both student information communication technology literacy and the teacher’s pedagogical confidence.

 

 

✅ TPACK Development Sections

Members also engage with the workbook’s TPACK tracking pages to explore their Technological, Pedagogical, and Content Knowledge development. These sections help teachers:

• Reflect on the balance between tech, pedagogy, and curriculum

• Identify gaps and strengths in planning literacy with ICT

• Set actionable goals to improve digital literacy integration

✅ APST-Aligned Reflection Tools

The workbook links professional learning to the Australian Professional Standards for Teachers (APST). Members can:

• Record evidence of practice against standards such as 2.6.2 and 3.4.2

• Use templates to collect reflections and student work samples

• Prepare documentation for professional development plans and performance appraisals

 

 

 

Why the ICT in Education Teacher Academy Is the Best Solution

The ICT in Education Teacher Academy stands apart because it offers more than just a library of digital tools—it offers a guided, teacher-centered pathway to embedding digital literacy in real classrooms. While many platforms focus on the "what" of technology, the membership helps teachers deeply understand the "why" and "how."

 

This is a place where pedagogy meets practicality, giving primary teachers the ability to:

• Move beyond isolated tech tasks to purposeful integration of digital tools within literacy goals

• Strengthen students’ information communication technology literacy with clear, scaffolded lesson sequences

• Learn how to make pedagogical decisions about when and how to use ICT based on student needs and learning outcomes

 

 

What truly sets it apart is the ongoing professional journey teachers undertake:

• The Success Path helps educators build confidence progressively—not by throwing content at them, but by supporting reflection, feedback, and growth

• Every resource—from the digital literacy activities to the workbook—is mapped to Australian Curriculum and APST, making the learning both compliant and meaningful

• The Wisdom Tool and community forum turn roadblocks into opportunities—there is always someone to ask, always a strategy to try, and always a next step forward

 

 

Where traditional professional development often leaves teachers overwhelmed or unsure of how to follow through, the ICT in Education Teacher Academy ensures that each teacher feels seen, supported, and steadily advancing. It’s not about adding more work—it’s about doing your existing work with more purpose, more impact, and more support.

 

If you want to create a digitally literate classroom, develop professionally with intention, and join a community of like-minded educators, there is no better solution.

 

 

 

Conclusion: A Clear Path to Digital Literacy Confidence

Developing digital literacy in primary schools is no longer optional. It’s essential for empowering students to think critically, communicate creatively, and thrive in a digital world. But it requires more than tools—it requires the right support.

 

Through its literacy-aligned resources, classroom-tested activities, workbook structure, and ongoing community, the ICT in Education Teacher Academy gives primary teachers everything they need to make digital literacy a natural part of their classroom.

 

Are you ready to build digital literacy in your classroom with clarity and confidence? 👉 Join today for just $20/month or $200/year (2 months free).

 

 

 

Take the Next Step in Transforming Literacy with ICT

This article has shown how thoughtfully integrated ICT tools in primary education can unlock new opportunities for literacy teaching—enhancing student outcomes, increasing engagement, and supporting a wide range of learning needs. Whether you're exploring what is ICT in primary education or looking for ways of supporting literacy in primary schools, the ICT in Education Teacher Academy provides you with the tools, templates, and professional guidance to do so with confidence.

 

If you're ready to strengthen your ICT and literacy teaching strategies and access a professional learning community that supports you every step of the way—join the membership today:

• $20/month for ongoing access to all resources, courses, and community tools

• Or $200/year (save 2 months) for a full year of transformation