Digital Learning

Student use of digital devices and tools

Student use of digital devices and tools must align with the VTLM 2.0, ensuring use does not:

• divert student attention
• decrease effective learning time
• reduce productive effort required for learning.

The department recommends against:

• using digital tools that prioritise engagement over learning or rely on attention-capturing game mechanics, as these can lead to overuse and make transitions away from these tools harder
• using multiple digital tools at once. This can distract students and make learning unnecessarily complex using digital tools, including AI-enabled tools, with automatic completion or generation features that provide polished outputs without desirable effort and thinking
• setting tasks where content is simply copied or replicated, such as copying and pasting website content into presentation software
• using digital tools unnecessarily to replace teacher explanations, modelling or guided practice
• using digital devices as a reward, for example, for good behaviour or for completing work early
• using digital devices to passively consume digital content.

Homework (Levels F–6)

It is strongly recommended that primary schools do not set homework that requires use of a digital device. Device use at home can risk distraction or exposure to inappropriate content if supervision levels are varied and technical controls (such as internet filters) are not in place. This does not prevent students and families from choosing to use digital devices to support homework where appropriate. Refer to the Homework policy for more information.

Reading (Levels F–6)

Primary schools are strongly recommended to avoid the use of on-screen texts for reading instruction in Foundation to Level 2 and minimise their use in Levels 3–6.

In Levels F–2, printed texts should be the default for teaching, learning, and assessment in reading. From Level 3, students may selectively read texts on individual digital devices where there is a clear educational purpose. This may include completing research tasks required by the Victorian Curriculum F–10 Version 2.0.

As detailed in the Victorian Curriculum F–10 Version 2.0: English, from Level 2 students learn how print and digital texts are organised and navigated. This may be taught through teacher modelling on a shared classroom screen and does not require the routine use of individual digital devices for reading.

Handwriting (Levels F–2)

In Foundation to Level 2, primary schools should prioritise developing automaticity in handwriting, with keyboarding and use of digital tools introduced where required by the Victorian Curriculum F–10 Version 2.0.

Supportive teacher practices

Where students use digital devices and tools, schools are recommended to:

• set tools up intentionally and apply technical controls. This could include turning off notifications, using department internet filtering, and restricting functions not required for learning
• implement predictable classroom routines. This could include ‘screens-down’ cues, device-on and device-off phases, clear transition routines, and using one tool or function at a time
• reduce complexity by minimising the number of digital tools used during any given lesson, and limiting total variety of tools used across the school
• use digital tools and software that are provided by the department, where appropriate.