Sydney schools banning technology in the classroom

By Michael Hilkemeijer

 

 

 

Making Technology in Schools Work: How Educators Can Use It with Purpose and Confidence

Why structured support—not just more tools—is key to meaningful technology use in schools

 

Technology in schools is no longer a future goal—it’s the reality of today’s classrooms. From digital whiteboards to programmable toys, tablets, and educational software, technology is everywhere. But for many educators, the question isn’t what technology is available—it’s how to use it effectively.

 

That’s where the ICT in Education Teacher Academy steps in.

 

This blog shows how this unique professional development membership gives teachers the tools, training, and confidence they need to make real, purposeful use of technology in schools—at every level of education.

 

 

 

What Counts as Technology in Schools?

Let’s begin by defining what “technology in schools” can look like. It isn’t just laptops or tablets—it includes all the digital tools students and teachers use for learning and engagement.

 

Type of Technology	Examples
Computers and Peripherals	Laptops, desktops, monitors, keyboards, mice
Interactive Technologies	Interactive whiteboards, touchscreens
Programmable Devices	Bee-Bots, Blue-Bots, Cubetto
Mobile Technology	Tablets, smartphones, QR code scanners
Digital Creativity Tools	Drawing apps, paint software, audio recorders
Storytelling & Multimedia Apps	Book Creator, iMovie, Canva
Augmented Reality (AR)	Seek by iNaturalist, AR Makr

 

 

With all of this available, the challenge becomes not finding tech—but knowing how to use it meaningfully.

 

 

The Real Problem Isn’t Lack of Technology—It’s Confidence and Strategy

Many schools invest in tech without investing in how teachers will actually use it. Educators often ask:

• How do I make this work in my classroom?

• What’s appropriate for my students’ age or ability?

• Am I using this well enough to meet curriculum goals?

Without a framework or support, tech becomes overwhelming.

 

 

 

How the Membership Helps Teachers Use Technology Effectively in Schools

The ICT in Education Teacher Academy doesn’t just give you resources—it builds your capability to use technology with intention and ongoing confidence. Here’s how:

 

1. The Membership Workbook: A Practical Guide to Integration

How it helps	Impact in Schools
Tracks your growth using a step-by-step learning journey	Teachers know where they are and what to do next
Links to EYLF and APST standards	Ensures technology use is aligned with curriculum and teaching goals
Includes reflection prompts and observation templates	Encourages deeper thinking and meaningful documentation
Helps assess and adapt lesson plans	Teachers refine how they use tech—not just repeat the same activities

 

Example: A teacher using the Digital Nature Walk lessonDigital nature walk and…can reflect on how photography enhances inquiry, then adapt it using workbook pages to assess student engagement and growth.

 

2. The Community Forum: Learn with—and from—Others

• Share how you used a particular tool (e.g., Bee-Bot or Tux Paint)

• Ask for advice on tech access limitations

• Discover adaptations for non-verbal learners or multi-age groups

Real story: After posting about difficulties using tablets in a small group, one member was directed to a tutorial on setting up quick-access folders to reduce transition time—improving learning flow immediately.

 

 

3. The Wisdom Tool: Your Searchable Library of Solutions

You’re not starting from scratch.

The Wisdom Tool helps you instantly find:

• ICT activities sorted by age, tool, and learning goal

• Lesson plans with step-by-step instructions

• Peer-recommended strategies for adapting tech to your context

Example search: “computers for preschoolers” brings up hands-on activities like [“Learning About Computers”]Learning about computers where children explore typing, clicking, and drawing.

 

 

 

4. Technology Activities That Are Already Curriculum-Aligned

Every downloadable lesson plan inside the membership:

• Includes clear EYLF outcomes

• Is mapped to observation and assessment strategies

• Can be scaled depending on your level of ICT experience

 

 

Example Activity	Tech Used	Skills Developed
Drawing with Programmable Toys	Bee-Bot + markers	Problem-solving + digital creativity
QR Code Nature Hunt	QR scanner + tablet	Inquiry-based learning + digital literacy
Sorting Animals with Word Processor	Computer + internet	Science understanding + ICT skills
AR Nature Exploration	AR app on tablet	Scientific thinking + documentation

 

 

Why This Matters Now

Teachers need more than tools—they need transformation.

This membership doesn’t just give resources—it reshapes your professional learning:

• ✔️ From isolated PD to a continuous, embedded learning journey

• ✔️ From trial-and-error to structured, guided growth

• ✔️ From passive use of technology to intentional integration across curriculum areas

 

 

Are You Ready to Use Technology in Your School with Confidence?

Whether you're using tablets in outdoor learning or programming robots on the floor mat, the membership shows you how to do it better—and supports you every step of the way.

👉 Start by downloading a lesson plan. Then use the workbook. Share your outcomes. Reflect and refine. That’s the process.

 

Final Thoughts: Technology in Schools Only Matters When It’s Used Well

Technology in schools is powerful—but only when teachers are empowered to use it purposefully. The ICT in Education Teacher Academy ensures every educator has access to not just the what, but the how and why.

 

 

Are you ready to move beyond just “using technology” to actually transforming how it enhances learning?

👉 Explore the Membership Now

 

 

 

 

 

Sydney School Bans Tech

Over the past few months, there has been a ‘disturbance in the force’ – pardon my Star Wars humour. It started late last year when NAPLAN released its latest report on the ICT literacy skills of students in Australia based on the 2014 tests. The report stated that the ICT capability of students has declined despite the investment of the government in technology in the classroom. Last week, there was an article in The Australian on a Sydney school principal ‘banning’ laptops at the school because he believed they were a “huge fraud” and a waste of money. Now, what will be what I believe to be just another part of this chapter and not the end in itself comes another article from the SMH reporting that Sydney schools are banning laptops because they believe “it is doing more harm than good”.

 

After spending $2.4 billion dollars on technology in the classroom the government failed to provide teachers in schools the funds they need in order to receive effective professional ICT development. Handing out laptops to teachers without training can only create such an effect as it has today. Teachers as a result of the lack of training, have started to see the negative effects instead of being witness to a transformational change in education. Eventually, despite the pressures being placed on school principals to continue using technology in the classroom, they are forced to decide to ban technology use and save the limited funds they have left or available for other educational resources where they would see better value from its use.

 

Then there are those schools that want to provide their students with digital skills like St Paul’s Catholic College and have rules that ensures that students have at least one day away from their typical screen time.

 

Yet, it must be hard for those teachers in schools where this is happening to hear about the Young ICT Explorers of today. There have been some remarkable achievements over the years. Such is so that it does demonstrate what can be done.  

 

It is no wonder then that the ICT capability of students are declining. Unfortunately, unless there is adequate funding provided to schools to allow teachers to take part in effective professional ICT development this trend will only continue. In a nation that is trying to prove itself digitally to the rest of the world, this could have a disastrous effect sending Australia's digital economy – which in itself has a stronghold in every industry – to its lowest performance in history.

 

According to the ACARA CEO, Robert Randall, “the decline in performance is of concern, and there is a need for a renewed focus on the teaching of digital technologies in schools.” The expectation of teachers that technology will develop student ICT capability itself is one that can no longer take place. Proficiency levels of students in NAPLAN tests need to improve. To add to this, as these tests focus on higher order thinking and achievement of specific knowledge, understanding, and skills relevant to sophisticated use of information and communication technologies – it is time to go beyond just using technology in the classroom and develop student ICT capability.

 

 

 

 

 

 

Technology in Australian Classrooms

When it comes to using technology in the classroom, as a primary teacher your ultimate goal should always be to ensure that when children use Information and Communication Technology (ICT) that it is done in meaningful and purposeful subject-related contexts. By doing this, any technology for classroom use becomes transparent in such a way that the children hardly notice that they are using it to achieve the learning outcomes set by you as the teacher.

 

In other words, teaching with technology in the classroom should always be about developing student ICT capability and learning with technology should be about integrating ICT in key learning areas to provide students with the opportunity to develop the understanding that ICT is tool that is designed for a specific purpose such as for learning.

 

The integration of technology in the classroom is not done by waiting for the next big technological development to come around. According to SchoolNews.com.au, this has the risk for schools that it may come at the expense of students’ interpersonal, cognitive, critical thinking and communication skill development.

 

For teachers in Australia, this is a must as it ensures that students are able to achieve the curriculum requirements in relation to the development of ICT capability in key learning areas.

 

A balance is required for you in schools to ensure that you enhance student learning and skill development. Along with the following six points below, I also encourage the following tips to get the balance of using technology in the classroom right.

• Use several ways of communicating;
• Channel creativity;
• Ensure collaboration between students;
• Focus on sensory involvement in technology use in the classroom;
• Media free moments;
• Support digital citizenship.

 

At ICTE Solutions Australia, we promote the use of the following teaching strategies for primary school teachers in order for you to enhance learning with technology in a positive manner.

 

Plan and seek to develop all the components of ICT capability

Research supports the valuable principles concerning the development of concepts and skills. Routines, ICT techniques and processes must be taught correctly. You will need to manage the evaluation, monitoring, and planning in relation to the higher order thinking skills.

 

Focus on the concepts behind the ICT techniques/skills

This involves challenging naïve ideas about handling tools. For example, when students spread out text on a line, you could show the effect of adding extra text so that the spaces move to a different position on the line.

 

 

 

 

 

 

 

ICT PD for Teachers the Key to Effective Technology use in Schools

The thought of banning technology in the classroom in an ever-increasing online and digital world is something that just should not be in the minds of teachers. Digital technologies in schools should be embraced by all staff and the key to eliminating any doubts about technology use in schools is effective professional development for teachers using technology in the classroom.

 

Researchers have long been emphasising the power of professional development for teachers in ensuring the effective use of technology in schools. The technology that our online PD for teachers focuses on is generic and content-free. Examples include:

• Word processors;
• Databases;
• Spreadsheets;
• Graphics software (drawing and painting);
• Desktop publishing;
• Web creation programs;
• Coding program.

 

Schools using technology in the classroom will make effective use of such programs in the classroom by promoting ICT professional development for teachers that ensure that their staff is able to make sound instructional decisions that support the use of technology in the classroom alongside meaningful context-driven. Instructional decisions that involve the best teaching strategies with technology in the classroom and that is found below:

 

• Stimulate and structure learning.
• Organise ICT effectively in the classroom.
• Monitoring and intervening appropriately when using tech in the classroom.
• Evaluating the use of technology in the classroom efficiently for future planning.
• Assessing student capabilities in ICT.

 

These are just some of the ICT teaching strategies that we encourage teachers to embed in their classroom practices in our online PD. Should technology be banned in schools? For us, the answer is no. What is needed is the support of senior management in schools for professional learning in ICT teaching strategies that will enable teachers to harness the potential of technology in the classroom today. To learn more about our online courses for teachers using technology in the classroom, click the button below now.

 

We can help you today through our online professional development for teachers using technology in the classroom. Learn more about integrating technology in the classroom Australia from us today.

 

 

 

Ready to Make Technology in Schools Actually Work?

Why the next step isn’t more tech—it’s the right support

You’ve seen the lesson plans, the digital tools, and the potential of technology in schools. But here’s the truth:

Technology doesn’t change teaching. Teachers do.

And that’s why the ICT in Education Teacher Academy exists.

It’s not just another PD. It’s a structured membership designed to help you:

• Apply technology meaningfully across your curriculum

• Grow in confidence using ICT—no matter your starting point

• Access ready-made, curriculum-aligned lesson plans

• Track your professional learning with a powerful workbook

• Get answers, ideas, and support in a real educator community

If your school has the tech, the question is: what will you do with it?

$20 per month or save $40 instantly on our annual plan.