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Digital Technology Guidelines. Ministry of Education.

Digital Technologies Guidelines

Planning process explanation

Be informed

Before planning courses of work, teachers should refer to the following:

  • school policies and requirements
  • the New Zealand Curriculum document
  • identify key competencies, values, or principles to focus on
  • other documents such as the digital strategy, E-Learning Action Plan
  • professional reading, if appropriate.

Know your students

Teachers need to be mindful of the range of abilities and interests in their class. Do the students already have significant skills that can be built on? Do their interests lie elsewhere? Is it necessary to teach the same skill/topic to all of the students?
Consider the context in which the students come to the classroom – are they experienced in using different equipment such as i-pods, podcasting, and so on? How can these skills be utilised and built on?

Identify and address any constraints, opportunities, and initiatives

Identify resourcing constraints such as hardware, software, teacher and student capability, and so on.
Identify opportunities to integrate more relevant and up-to-date technologies and ideas into the programme. What other opportunities could be explored?
Are there any initiatives that could be tapped into, such as competitions, global collaborative projects, and so on?

Explore the DTG

Explore the Digital Technologies Guidelines. Use the:

  • module pathways diagram
  • where to start diagram
  • mapping template.

How can the school modify its current courses based on the DTG content?
Note: Coherence between year levels is important – ensure all three levels have identifiable links and pathways.

Select modules

Given the information above, decide on appropriate module pathways and adjust courses as needed. Consider multi-level teaching within courses to cater for identified student needs. There are different scenarios – for example, a course could be made up of just one module or a combined series of modules.

Refer to summary statements

The summary statement gives a brief idea of a module’s content and what the overall outcome would be if students were to undertake work within this module.

Key indicators

The indicators are what you base your teaching and learning activities on. They drive all planning, and the teaching activities should cover the selected indicators.

Key areas of knowledge

These are the selected focus areas your students will focus on within a particular module.

A range of learning experiences

Teachers need to consider fun, challenging, interesting learning experiences to support the module content. There is an opportunity here to change the way digital technologies have traditionally been taught. Consider collaborative work, using new technologies, global projects and competitions, inquiry-based project work, and so on. The DTG encourages a combination of skills and knowledge, with learning experiences that are meaningful and relevant.

Gather appropriate resources and expertise

As the world of digital technology advances, it is impossible to be the ‘expert’. Tap into the regional interest group and gather tertiary or industry support. Use local expertise to support and mentor your students. Gather as many appropriate resources as you can, including using the DTG network to support you in teaching new and exciting skills.

Select appropriate assessment

Identify potential assessment for the module content. Not all indicators or key areas of knowledge need to be assessed. Align the current assessment as best you can. Try to consider new approaches to assessment.


Identify the gaps and opportunities in the module trialled. Provide feedback to the DTG website. Review what you would change if completing this module again.

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