Introduction and Personal Pedagogy

Introduction

Hello and welcome to my page. My name is Yolande Peuker, and I am a Masters in Secondary Teaching (English) at Charles Sturt University. Academically, Australian history is my passion, and I never turn down the opportunity to curl up with good literature for a lazy afternoon. Personally, I have three beautiful grandchildren that see any chance I can, and I love a championship game of lawn bowls on a sunny afternoon. Oh, and before I forget, a husband that I care for deeply and without study would be very difficult.

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Personal Pedagogy

Digital technologies not only “enhance student engagement” they also turn the modern classroom in to a “a dynamic and interactive learning environment” (Dhakal, 2023, p. 3). However, for digital technologies to be useful in the classroom, I, as a teacher, need to ensure both knowledgeable and efficient use of technologies available in my classroom by teaching students to critically select and use programmes and apps available to them. However, access to, and the quality of digital technologies available in Australian classrooms varies greatly and not just between schools but also between families, socio-economic and cultural groups within the same school. As result, I must also be aware that students have differing knowledge and skill levels upon entering the digital classroom because learning is “entwined with many other stratifications of social life” such as family, socio-economic circumstances, gender and race. (Selwyn, 2011, p. 11). Furthermore, as an English PTT teacher in a low SES high school in regional Queensland the approach of knowledgeable and efficient technology use is necessary because student access to computers, the internet and technology in most classes is limited to computer labs, away from the daily classroom. Unfortunately, these labs are shared by too many classes and are used primarily for the completion of assessment tasks.

Digital Technologies in the classroom will also enable me to be creative and reimagine learning through student agency, collaborative learning and access to resources and experts because students are no longer “limited by location” (Education Qld, 2024, p. 7). This is because the resources available to students are now global which enhances learning and engagement while also “allowing students to explore topics in greater depth” (Kumar, 2022, p. 16). Personalised learning is also essential in the 21st century classroom to ensure equity for all students because “‘every student should, within their school, have excellent teaching that suits them” (Digital Education Advisory Group, 2012, p. 27). Digital technologies are improving the means to meet these needs through access to digital programmes and platforms such as CHALKIE on which artificial intelligence scripts produce worksheets and information sheets of differing levels from the PowerPoint presentation a teacher has prepared. Although not yet perfect, these platforms save teachers many hours and provide new ideas and variety

Finally, ATSIL Standard 4.5 Use ICT safely, responsibly and ethically - Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching (ATSIL, 2017) govern teachers and ICT in Australian schools. Adherence to this standard will ensure that my students are engaged in learning in a safe in a digital environment, while they and I both engage in the “safe, responsible and ethical use” (ATSIL, 2017.) of digital technologies in the classroom.

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Bibliography

Australian Institute for Teaching and School Leadership Limited (ATSIL). (2017). Australian Professional Standard for Teachers. https://www.aitsl.edu.au/standards

Education Queensland. (2024). Equity and Excellence in action: Digital innovation in teaching and learning. https://education.qld.gov.au/initiativesstrategies/equityexcellence/digital-innovation-in-teaching-learning/Documents/digital-innovation-teaching-learning.pdf 

Selwyn, N. (2011). Education and Technology: Key Issues and Debates, Bloomsbury Publishing Plc. Retrieved 5 April 2026 from https://ebookcentral.proquest.com/lib/csuau/detail.action?docID=661054

Dhakal, B. P. (2023). Digital Pedagogy: An effective Model for 21st Century, Academic Journal of Mathematics Education, 5 (1), pp. 1-9. https://www.researchgate.net/publication/370547533_Digital_Pedagogy_An_effective_Model_for_21st_Century_Education

Digital Education Advisory Group. (2012). Beyond the classroom: a new digital education for young Australians in the 21st. Digital Education Advisory Group [Canberra]

Raj, H., Kumar, A.C., & Meena, B. L. (2022). Unlocking the Potential of Digital Pedagogy: Innovative Approaches and Practical Applications, Raj-Yashti, XV (2), pp. 13-28). https://www.researchgate.net/publication/374901995_UNLOCKING_THE_POTENTIAL_OF_DIGITAL_PEDAGOGY_INNOVATIVE_APPROACHES_AND_PRACTICAL_APPLICATIONS