Building integration capability through structured mentoring
Integration capability extends beyond familiarity with interactive technologies. It involves coordinated development across technical skills, lesson design, classroom management and program decisions. Teachers may demonstrate strength in one domain while consolidating another, and capability may shift when technologies, curriculum focus or classroom context change.
Structured mentoring provides a deliberate mechanism for building this capability. Observation grounded in classroom practice, collaborative reflection and negotiated milestones create a shared language for identifying current integration and planning next steps. Review cycles allow teachers to reassess and refine their practice over time rather than treating development as linear or complete.
Sustained integration is strengthened when supported by appropriate time, leadership encouragement, professional trust and reliable access to technologies. These enabling conditions support mentoring partnerships to function effectively and contribute to meaningful integration across learning areas.
SUPPORTING SUSTAINABLE INTEGRATION
Research foundations
Research informing this model examined how interactive technologies integration develops in classroom practice over time. These findings shaped the design of the structured mentoring model and its review-cycle logic.
Iterative development
Structured mentoring partnerships
Contextual and sustainable capability
Integration capability develops through cycles of observation, reflection and refinement rather than single events. Structured review enables teachers to revisit and refine practice as technologies, curriculum priorities and classroom contexts shift.
Classroom-based observation and collaborative dialogue establish a shared language for identifying current integration and negotiating next steps. Sustained growth is strengthened when mentoring relationships are grounded in professional trust and mutual commitment.
Integration capability extends beyond tool familiarity. It encompasses technical coordination, lesson design and classroom management and shifts across different technologies and learning contexts. Sustainable development focuses on building internal capability rather than short-term proficiency.
Structured mentoring and review cycles
Structured mentoring provides a deliberate mechanism for developing integration capability over time. Observation grounded in classroom practice, followed by collaborative reflection, enables teachers to identify current integration across domains and negotiate clear next steps.
Review cycles support ongoing refinement rather than linear progression. As technologies, curriculum priorities and classroom contexts shift, mentoring conversations revisit earlier domains or phases where required. Development is therefore cumulative and adaptive rather than fixed.
How the model works
The Integrating Interactive Technology Toolkit provides a structured, developmental approach to building integration capability. It recognises that meaningful integration evolves over time and requires deliberate review, mentoring dialogue and contextual decision-making.
The model outlines clear domains and phases of development, offering shared language for identifying current practice and planning next steps. Used within structured mentoring cycles, it supports teachers and school leaders to revisit, refine and strengthen integration as technologies, curriculum priorities and classroom contexts shift.
This toolkit brings the framework, mentoring process and supporting resources together in one coherent structure.