Integrating ICT General Capabilities

Students live in a rapidly changing technological world. Information and communication technology (ICT), including hardware and personal digital devices, software, and systems that manage, store, process, create, produce and communicate information, has become an important part of everyday life. The integration of ICT capabilities in teaching, learning and assessment in NSW syllabuses can lead to enhanced outcomes for students, and:

  • support the interactive process of teaching, learning and assessment in NSW schools
  • develop the knowledge, skills, understanding, attitudes and behaviours to assist students to live and work successfully in the 21st century.


The integration of ICT across the curriculum provides opportunities for all students to develop their skills to become competent, discriminating, productive, creative and ethical users of ICT.

The new K–10 English, Mathematics, Science (incorporating Science and Technology K–6) and History syllabuses describe opportunities to:

  • integrate ICT in teaching and learning
  • enable students to develop knowledge, understanding and skills about ICT related to their studies.

A feature of the new interactive online syllabuses is the ability to filter and identify specific references to the ICT capability within a stage. This option can be used to highlight opportunities for integrating the development of knowledge, understanding and skills in ICT within teaching and learning programs. Teachers may also identify additional opportunities for students to learn about ICT.


The integration of ICT can support a range of teaching, learning and assessment approaches that:

  • enhance learning opportunities through access to a range of resources, stimulus materials and learning tools
  • provide increased opportunities for student engagement and motivation
  • equip students with the necessary knowledge and skills to use ICT to support 21st-century learning
  • support the development of effective student research and evaluation skills
  • promote critical and creative thinking skills
  • increase teacher and student efficiency
  • develop awareness of the public nature of online activity and related responsibilities
  • increase opportunities to work collaboratively, locally, nationally and globally.


Students can learn to use ICT effectively and appropriately when investigating, creating and communicating ideas and information. This could include making direct links to their school, home, employment (including managing their finances), and local and global communities.

Students should be encouraged to develop analytical, organisational and problem-solving skills to adapt to and manage:

  • developments in ICT and related technologies
  • expanding access to digital information in the workplace and the community
  • increased connectedness to data and information.

NSW syllabuses provide opportunities for students to:

  • locate, access and verify the integrity of data and information when investigating and researching
  • gather and process information from a variety of sources, and identify new paths for inquiry
  • generate ideas, plans and processes to create solutions
  • represent and model ideas, information and thinking in a variety of ways
  • apply understanding across a range of contexts
  • use a range of tools effectively and appropriately to investigate, make decisions and solve problems
  • manage and operate ICT ethically and appropriately to investigate, create and communicate
  • develop confidence in the use of ICT
  • evaluate interactions within a digital environment
  • take ownership of their learning.


How ICT is used, and the impact of ICT on individuals, groups, local and global communities and organisations, is an important factor in teaching, learning and assessment.

Practices underpinning the responsible use of ICT include:

  • respect for and appreciation of the transferability of the knowledge, understanding and skills from one ICT environment to another; for example, from school to community to workplace
  • balance in the use of ICT to support contemporary learning and living
  • appreciation of the rapidly expanding and dynamic nature of ICT
  • appreciation of the importance and value of individual responsibility and actions
  • respect for, and appreciation of, social and ethical protocols and practices
  • appreciation of the public nature of most online activities and the potential impact on others, including limiting the risks to one’s self and others in a digital environment.

Teachers continue to have a central role in teaching students to use ICT strategically to optimise their learning, and promote opportunities through connectedness and digital media. Teachers should evaluate the suitability of ICTs, including particular ICT use, and consider how this may vary based on the:

  • syllabus outcome(s) and content being addressed
  • development of knowledge, understanding and skills
  • learning and assessment activity
  • level of expertise of the students
  • accessibility to materials, including a range of devices and applications
  • appropriateness of the ICT tool to enhance teaching and learning.


When planning, teachers may consider the application of a range of ICT tools and resources to support teaching, learning and assessment. Teachers will identify tools and resources for use by students based on specific learning needs, such as:

  • multimedia creation tools, including cameras, microphones and audio editing programs
  • programming tools
  • game-based learning and game development opportunities
  • online collaboration tools, including blogs and wikis
  • web 2.0 and web 3.0 tools
  • GPS, geo-tagging, geographic information systems
  • simulations
  • electronic portfolios
  • productivity tools, including word processing, databases, spreadsheets, graphic editing
  • interactive manipulatives, such as interactive geometry applications
  • contextualised learning experiences, including robotics, 3D modelling, virtual learning environments (including field trips), web quests.