IN PRINCIPLE
The mentoring process
​
The Integrating Interactive Technologies Toolkit is enacted through structured mentoring. Rather than focusing on tools in isolation, the model supports teachers to make purposeful decisions within their own classroom contexts and to build integration capability over time.
Grounded in an action research cycle, mentoring involves looking closely at practice in context, considering evidence collaboratively and agreeing on actions to trial. Development is iterative and sustained, not a single workshop or one-off intervention.
Look
In the Look phase, attention is directed to what is happening in the classroom. A lesson or learning sequence is observed with reference to technologies, pedagogy and curriculum intent. Evidence is gathered against the Integrating Interactive Technologies Framework to identify behaviours and access points across domains and phases.
The Look, Think, Act cycle
The mentoring structure is organised around a repeated Look, Think, Act cycle. This cycle provides a shared rhythm for classroom observation, collaborative reflection and intentional action, while remaining responsive to local context.
A continuous Look–Think–Act cycle building integration capability over time.
Think
In the Think phase, the observed lesson is examined collaboratively. Patterns in technology use, student engagement and learning design are discussed. The framework provides shared language for describing current practice, clarifying strengths and identifying areas for further development.
Act
In the Act phase, attention turns to deliberate next steps. A small number of milestones are negotiated, alongside practical strategies that are feasible within the teacher’s context. Agreed actions are documented to support continuity and inform the next cycle of observation and reflection.
Core principles
The mentoring model is anchored in four core principles:
Ongoing mentoring cycles
Shared decision-making
Structured, evidence-informed reflection
Clear developmental milestones
Through this structured yet adaptable mentoring process, the Integrating Interactive Technologies Toolkit supports teachers to build integration capability within their own classrooms. The focus remains on sustained, evidence-informed professional learning embedded in everyday practice.