Digital Learning

Policy

This policy outlines requirements and recommendations for the use of digital technologies (digital hardware, software and resources) in a safe, intentional and responsible way that supports learning.

Summary

Schools are expected to ensure the safe, intentional and responsible use of digital technologies to support student learning. To achieve this, schools:

• must develop an Acceptable Use Agreement (AUA) outlining student behavioural expectations regarding the safe, intentional and responsible use of digital technologies
• must communicate these expectations with students (for example, by sending AUAs to students and their families and publishing a copy on their school website). Template AUAs are available on the Resources tab
• must consult with the school community on the development and review of the AUAs
• must ensure all students have free access to the digital technologies they need to fulfil the requirements of the Curriculum, in accordance with the Parent Payments policy
• are encouraged to strategically plan for the use of digital technologies.

Details

Establishing school-wide behavioural expectations and approaches

Schools are responsible for establishing clear expectations and approaches for how digital technologies can be used by staff and students.

Schools must develop an Acceptable Use Agreement (AUA) outlining student behavioural expectations regarding the safe, intentional and responsible use of digital technologies.

AUAs include information for parents about digital technology at their child’s school, outline behavioural expectations for students, and give students an opportunity to agree to uphold these expectations. AUA templates for primary and secondary school settings are available in the Resources tab.

AUAs do not require school council approval but their development and review does require consultation with the school community. Schools may consider consulting with school council as part of your broader strategy to consult with the school community (as required under Child Safe Standard 4). If schools include a device program that requests parent payments for digital devices (that is, through contributions for school owned devices or inviting parents to supply or purchase devices), approval to implement the device program is required from school council. See ‘requesting parent payments for digital devices’ on the Parent Payments Resources tab for more information.

Schools are encouraged to:

• use digital technologies in an intentional way, meaning appropriately balancing teaching and learning with and without digital technologies, and using digital technologies in carefully considered ways that support learning and wellbeing outcomes, while reducing the potential risks associated with its use
• conduct regular reviews of the digital technologies, including to what extent:
  • they support learning or wellbeing outcomes
  • they prioritise the privacy and safety of students and staff
  • new features or changes may create opportunities or challenges. Refer to the Software and Administration Systems policy
• incorporate online safety education into their curriculum planning
• ensure parents/carers are aware of expectations for appropriate behaviour regarding the use of digital technology when interacting with school staff, which can be further elaborated in a school-based Respect for School Staff policy (staff login required)
• use language in AUA that is easy to understand, is culturally appropriate and if required, translated into multiple languages. Schools can use funded Interpreting and Translation Services for key school communications.

Implementing new Acceptable Use Agreement templates

Schools with a pre-existing local Digital Learning (Internet, Social Media and Digital Devices) policy are encouraged to archive this policy once they have developed an AUA using the department’s new template. This can be done in preparation for the 2025 school year, or during the normal 2-year local policy review cycle.

Communicating behavioural expectations to students

Schools must communicate behavioural expectations regarding the safe, intentional and responsible use of digital technologies to students. Schools are encouraged to do this by sending AUAs to students and their families. Sending a copy of the AUA home and publishing it on the school website will assist parents to understand the behaviours expected of students by the school.

In certain cases, such as with very young students (for example, Prep to Year 2), students with additional learning needs or students facing language barriers, schools may need to adapt their AUAs, or adopt alternative methods suited to their students’ capabilities while still addressing behavioural expectations. For example, schools can adapt the section ‘My ideas on safe and responsible online behaviour’ to ask students to draw or speak about how they can use technologies responsibly, rather than read and sign the ‘student agreement’.

While not legally binding, AUAs can help to build student digital literacy skills and are helpful to highlight the importance of respecting others, protecting personal information, and calling out inappropriate behaviour (including cyberbullying) online. Schools are encouraged to involve students in the process of developing, reviewing, and communicating these agreements. Schools are encouraged to align AUAs with their school’s local Student Wellbeing and Engagement policy (staff login required) and securely retain AUAs that have been signed by students.

Responding to breaches of behavioural expectations

When a student acts in breach of the behaviour standards of the school community (including cyberbullying, using digital technologies to harass, threaten or intimidate, or viewing/posting/sharing of inappropriate or unlawful content), the school can institute a staged response, consistent with their Student Engagement and Wellbeing policy.

Consequences will depend on the severity of the breach and the context of the situation, with consideration given to the impact on a student's engagement and ability to achieve learning outcomes. If school-based privileges are removed, this must be for a specific time-limited period, which is clearly communicated to the student. Consequences may include:

• removal of network access privileges
• removal of email privileges
• removal of internet access privileges
• removal of printing privileges
• other consequences as outlined in the school’s Student Wellbeing and Engagement and Bullying Prevention policies.

Student digital device provision

Schools must ensure all students have free access to the digital technologies they need to fulfil the requirements of the Curriculum, in accordance with the Parent Payments policy.

The department does not mandate a specific provisioning model or device-ratio for student digital devices at any year level. Schools can choose the digital device provision model and device ratio that is most appropriate to support their teaching and learning priorities.

Refer to the Guidance tab for more information about digital device provisioning models.

Strategic planning for digital technologies

Schools are encouraged to plan for the use of digital technology using the department’s online ICT Strategic Planning Tool. This can support teaching and learning to help to maximise the benefits and avoid any potential harms from digital technologies.

Refer to the Guidance tab for more information about how to strategically plan your school’s use of digital technologies.

Definitions

1-to-1 learning program
Where each student has ongoing access to a digital device at school for educational purposes.

Digital device provision model
A digital device provision model is the approach a school takes to ensuring there are adequate and appropriate digital technologies available for students to learn. This includes decisions about appropriate student-device ratios, and whether to invite parents to purchase or supply a device from home.

Digital technologies
Digital hardware, software and resources used to develop and communicate learning, ideas and information. Note, not to be confused with ‘Digital Technologies’ which is a discipline within the Technologies learning area.

Related policies

• Acceptable Use Policy for ICT Resources
• Child Safe Standards
• Digital Technologies – Responsible Use
• Information Security
• Mobile Phones – Student Use
• Parent Payments
• Privacy and Information Sharing
• Software and Administration Systems
• Technologies and ICT Services

Guidance

Communicating behavioural expectations to students (Acceptable Use Agreements)

Template Acceptable Use Agreements are available on the Resources tab and are structured in 2 parts as follows:

1. For parents:
   • Our commitment – the school’s commitment to the responsible use of digital technology
   • What we do – the school’s actions to ensure the responsible use of digital technology
   • How parents and carers can help – information and suggestions for parents and carers
   • Personal devices at [School Name] – [Optional] for schools to explain their Bring Your Own Device (BYOD) program
2. For students:
   • What we expect – the school’s behavioural expectations for students
   • My ideas on safe, balanced and responsible online behaviour – for students to complete
   • Student declaration [Optional] – for students to sign and parent/carer to acknowledge

Acceptable Use Agreements support compliance with the Child Safe Standards by:

• helping to protect students from risks in online environments (Child Safe Standard 9: Physical and online environments promote safety and wellbeing while minimising the opportunity for children and young people to be harmed)
• empowering students with the knowledge and tools they need to be safe online and to be able to raise concerns about online incidents or behaviour (Child Safe Standard 3: Children and young people are empowered about their rights, participate in decisions affecting them and are taken seriously)
• ensuring that parents/carers are aware of the school’s behavioural expectations for their children while using digital technologies (Child Safe Standard 4: Families and communities are informed and involved in promoting child safety and wellbeing).

For more information, visit:

• Child Safe Standards
• Schools – child safety in physical and online environments guidance
• PROTECT.

Student digital device provision

Schools can choose the digital device ratio and provision model that is most appropriate for their context. Schools are encouraged to consult with parents and students when selecting their approach.

Student-device ratios

Schools may choose to implement an approach where each student has ongoing access to a digital device at school (a 1-to-1 model), or another type of provision model (for example, a model where digital devices are shared between classes).

Types of digital device provision models

Digital device provision models can include:

1. school-purchased devices, where the school does not invite (and may choose to restrict) students from bringing or using their own digital device in class. If selecting this provisioning model:
   • schools can:
     • purchase or lease all (or most) of the devices used by students
     • determine an appropriate ratio of students per device, which may differ between class groups or year levels
     • request voluntary contributions from parents to support the purchase or maintenance of school-owned devices. Refer to Requesting parent payments for digital devices (DOCX) (staff login required)
   • schools must not disadvantage students based on financial contributions not being made. For example, if a school is allowing a cohort of students to take home or keep school-owned devices, the same arrangements must apply for the entire cohort, not just for those who have contributed
2. a Bring Your Own Device (BYOD) program, where the school invites parents to supply or purchase a digital device to use and own, instead of using what is made available for free by the school. If selecting this provisioning model:
   • schools can:
     • specify an exact device, a range of preferred devices, devices that meet specific requirements, or allow any device
     • specify minimum or maximum technical specifications, or specialised features, such as required software or applications
     • nominate a preferred supplier with whom the school has negotiated a better or more flexible deal for their school community, leveraging the ability to represent large cohorts of potential buyers
     • invite parents to purchase additional software, peripherals, or add-ons, for example, headphones, case, bundled apps or software and device insurance
   • schools must not:
     • require parents to purchase a digital device or exclude a student from accessing the requirements of the curriculum if a device is not supplied by a parent, including in any individual subject offered by the school
     • on-sell or on-lease a digital device directly to a parent (where the parent pays the school directly for an item)
3. a hybrid approach, where the school has all school-purchased devices for students in some year levels, while adopting a BYOD program in other year levels.

Implementing a digital device provision model

Regardless of the provisioning model, schools must ensure all students have free access to the digital technologies they need to fulfil the requirements of the curriculum, in accordance with the Parent Payments policy. The extent and frequency of access that students require depends on the school’s teaching and learning program.

Schools are not required to provide students with digital devices to own, or keep, on a one-to-one basis. However, schools must determine appropriate resourcing to ensure students have access to the relevant digital devices for the duration required to access the curriculum. This could include using a shared class set device, being loaned a device, or being given a device by the school.

When implementing a digital device provision model, schools are encouraged to:

• clearly define and communicate the rationale and educational value of the program to students and families
• provide ongoing communication and opportunities for engagement with and feedback from parents/carers
• refer to Parent Payments for further information, including a one-page overview of Requesting parent payments for digital devices (DOCX) (staff login required).

Complaints

Parent complaints about the implementation of a school digital device program can be resolved through the department's Complaints – Parents policy.

Strategic planning for digital technologies

Schools are encouraged to develop an ICT strategic plan that aligns with their School Strategic Plan and Annual Implementation Plan. An ICT strategic plan describes how school goals will be enabled by digital technology.

ICT online planning tool

The online ICT planning tool helps schools simplify the ICT strategic planning process, by assisting schools to:

• develop their ICT vision
• identify current infrastructure, hardware and fleet usage and areas for improvement
• identify current ICT and target practices aligned with learning and teaching goals
• develop a plan of action, including a Gantt chart, that will lead to the achievement of their identified goals
• develop a plan for infrastructure and device management
• plan their school ICT budget expenditure over a 4-year period.

Principal class members and school service technicians have default access to the tool. Access for other staff members can be delegated. Contact the Service Desk via the Services Portal (staff login required) or email at servicedesk@education.vic.gov.au for assistance.

To access the online planning tool, refer to: ICT planning tool (staff login required).

ICT strategic planning resources

A collection of resources and examples have been curated to assist schools with ICT strategic planning. To access these resources, visit Strategic Planning for Digital Technologies on Arc Learning.

Updating school ICT strategic plans

Prior to transitioning to department-provided technologies, as outlined in the Technologies and ICT Services policy, schools are encouraged to review and update their ICT strategic plans to align with the requirements and objectives of this policy.

Resources

Acceptable Use Agreement templates

• Acceptable Use Agreement (primary template) (DOCX)
• Acceptable Use Agreement (secondary template) (DOCX)

Digital device provision models

The Planning for 1-to-1 implementation checklist (PDF) provides a guiding framework to plan for a school-based, 1-to-1 learning program.

ICT strategic planning

The online ICT planning tool (staff login required) helps schools simplify the ICT strategic planning process.

A collection of resources and examples have been curated to assist schools with ICT Strategic Planning. To access these resources, visit Strategic Planning for Digital Technologies on Arc.

Curriculum and professional learning resources

• Arc – department digital platform that provides Victorian teachers with access to curriculum-aligned resources, professional learning opportunities, student events, and software
• Victorian Curriculum F–10 – setting out the knowledge and skills every student should learn during their first 11 years of schooling to become lifelong learners, confident individuals, and active and informed citizens. The Victorian Curriculum F–10 includes the Digital Technologies curriculum area and the Digital Literacy foundational skill
• Victorian Academy of Teaching and Leadership – professional learning opportunities for Victorian teachers and school leaders
• Digital Technologies Hub (Australian Government Department of Education, Teaching and Learning Resources)