Program Variables

Developing purposeful use of digital tools to shape learning experiences.

This domain traces the progression from simple use of device features to confident, strategic and collaborative use of digital functions within and beyond the classroom.

Sustainable capability in this domain develops progressively across five phases.

Phase 1

Teachers use basic digital tools or device features in lessons, such as a camera or simple recording function. Use does not change the structure of the task, and students capture learning rather than extend or transform it.

Phase 2

Teachers use digital tools more regularly within lessons, including pre-made applications or features created by others. Use supports learning and recording of student work, but remains structured around existing tools rather than adapted or redesigned for new purposes.

Phase 3

Teachers experiment with different functions of digital tools with increasing confidence, selecting features that align with curriculum intent and learning goals. Technology choices begin to shape how content is explored and understood, rather than simply supporting set tasks.

Phase 4

Teachers intentionally design lessons where digital functions shape curriculum delivery, lesson flow and pedagogical approach. They collaborate beyond the immediate classroom to co-develop and refine resources, using technology to improve coherence, responsiveness and the overall learning experience.

Phase 5

Students and teachers use digital technologies to create authentic learning that extends beyond the classroom and local context. Technology enables collaboration across networks, communities and expert groups at national and international levels. Learning is shared, responsive and co-constructed, with students and teachers taking collective ownership of how digital tools connect their work to real-world audiences and purposes.

Capability in practice

These indicators support reflection on current capability in this domain.

Phase 1

Replacement

I use a device feature, such as a camera or a timer, without changing learning process or outcomes.
Students use devices to document their work rather than analyse, adapt or extend their thinking.
I introduce a digital tool into a lesson, but it simply replicates what could be done without technology.

Phase 2

Supported

I use pre-made digital tools or applications as designed, without adapting their structure or purpose.
Students use devices to draft, edit or record their work as part of lesson tasks.
I use digital tools to collect and store student work for assessment or reporting purposes.

Phase 3

Interactive

I experiment with different functions of digital tools to better align learning tasks with curriculum intent.
Students use a range of digital features to explain, represent or explore curriculum content in different ways.
I select specific tool functions to improve how concepts are taught rather than relying on default settings.

Phase 4

Blended

I design lessons where digital functions shape pacing, structure and student interaction.
I refine lesson flow by selecting and sequencing digital tools deliberately.
I collaborate with colleagues beyond my classroom to co-develop and refine digital resources.

Phase 5

Harmony

Students and I connect with authentic audiences beyond the school to share and respond to learning.
Learning projects involve collaboration across groups, schools or countries.
Students and I use digital technologies to engage with experts and global communities.
Students and I share ownership of how technology connects learning to real-world contexts.

This domain works alongside three others to build integrated capability.