Classroom Management and Pedagogy

Designing learning experiences where technology supports engagement, agency and deep understanding.

This domain traces the progression from managing technology in lessons to cultivating a classroom culture where digital tools support collaboration, differentiation and shared responsibility for learning.

Sustainable capability in this domain develops progressively across five phases.

Phase 1

Technology is used in teacher-directed ways that do not alter classroom structure or pedagogy. The teacher controls digital use, lessons proceed as they would without technology, and students respond within a traditional initiation–response model. Technology may be present, but it functions as an add-on or reward rather than shaping learning.

Phase 2

Technology is integrated more consistently into lessons, but use remains structured and teacher-directed. Students engage with specific technical features as planned, and digital tools support existing subject content rather than reshaping classroom practice. Learning continues to be centred on teacher guidance, with technology reinforcing established approaches.

Phase 3

Technology use becomes more flexible and responsive within lessons. Teachers plan opportunities for students to select tools, and digital features are used across a wider range of subject areas. Classroom interactions become more spontaneous, with technology supporting inquiry, questioning and emerging differentiation in learning.

Phase 4

Technology is used purposefully to advance curriculum goals, with learning priorities shaping how digital tools are applied. Lessons sustain dialogue and inquiry, and students demonstrate their understanding through varied digital expressions. Teachers engage in professional networks to refine pedagogy and strengthen classroom practice.

Phase 5

Technology is embedded intuitively within flexible learning structures that support differentiation and authentic assessment. Teachers and students share responsibility for the direction, pace and depth of learning. Reflective practice and collaborative refinement of teaching are visible, with digital tools enabling innovative and responsive learning experiences.

Capability in practice

These indicators support reflection on current capability in this domain.

Phase 1

Replacement

I use digital technology myself while students observe or respond.
When technology is used, the lesson runs the same way without it.
I present information and students respond to my questions using devices.
I use technology as a reward after core learning tasks are completed.

Phase 2

Supported

I plan when and how students use devices, focusing on specific features such as drag, highlight or reveal.
I use technology mainly in subjects where it feels like a natural fit.
I use the language of technology explicitly when teaching digital skills.
I structure digital learning so that activities remain teacher-directed and teacher-centred.

Phase 3

Interactive

I plan opportunities for students to choose which digital tools they use for a task.
I use digital technologies across a wider range of subject areas.
I use technology to respond to student questions and extend discussion in the moment.
I experiment with combining digital tools to support differentiation and deeper understanding.

Phase 4

Blended

I design lessons where curriculum intent shape how digital tools are used.
I use technology to sustain dialogue and support students to demonstrate their learning in different ways.
I draw on professional networks or online communities to refine my teaching with technology.
I use digital tools to structure learning so students can revisit, refine and extend their work.

Phase 5

Harmony

I move fluidly between digital and non-digital approaches to support learning.
Students and I share responsibility for decisions about the direction and pace of learning.
I regularly reflect on and adjust my use of technology to improve student learning.
I work with colleagues to design, review and refine digital learning experiences over time.

This domain works alongside three others to build integrated capability.