Part 2: Analysis of ICT and Website as Pedagogical Tools

Digital technologies are integral to both the discipline of Media and to effective pedagogy in contemporary classrooms. My learning sequence embeds ICT not merely as a delivery mechanism but as a pedagogical tool for differentiation, collaboration, and creativity.

The core digital tool is a curated website/portfolio hub, which will serve as both a teacher resource and a student learning platform. For teachers, the site will house curriculum links, annotated resources, and lesson guides, supporting efficient planning and alignment with the VCE Study Design. For students, the website will provide access to curated case studies, flipped learning videos, production templates, and collaborative spaces. This dual function aligns with the SAMR model (Puentedura, 2014), moving ICT integration from substitution to redefinition by enabling new forms of learning interaction.

ICT also supports differentiation by allowing students to revisit flipped video explainers, access step-by-step production tutorials, or engage in extension analysis tasks. Digital collaboration tools such as Google Docs and Padlet will facilitate peer feedback and brainstorming (HITS #8 Feedback), while media production software (Adobe Premiere Pro, DaVinci Resolve) provides industry-relevant experience.

Importantly, the website also functions as a communication tool with stakeholders co-teachers, parents, and carers can view timelines, expectations, and exemplar student work. Research highlights that transparent digital platforms enhance student agency and accountability (Selwyn, 2016).

Thus, ICT is embedded strategically in this sequence to expand curriculum learning opportunities, make content relevant and accessible, and prepare students for both assessment and real-world media practices.