Managing and Operating ICT

Includes resources that help teachers and students:

  • Select and use hardware and software
  • Understand ICT systems
  • Manage digital data

Select and use hardware and software-


Name: Microsoft in Education

Website URL:

Description: A resource selection that encourages users to create immersive and inclusive experiences. You can access all of Microsoft’s Office suite online, but also new interactive elements such as Sway and Skype. Microsoft allows users to explore and evaluate what their learning requirements are and offers suggestions about products and learning experiences.

Platform: All – some apps/limitations may be present on non-Microsoft operating systems.

Cost/Licensing: Free

Age/Stage: All

Explanation: This resource meets Capability 5 “Managing and Operating ICT” as it provides teachers, students and schools the resources and support needed to select the appropriate hardware and software for use in School.

Critical Analysis: Bruce and Levin(1997) proposed a taxonomy for classifying educational technologies that contained 4 categories. 1. media for inquiry (theory building, data access, data collection and data analysis). 2. media for communication (document preparation, communication, collaborative media and teaching media). 3. Construction media (designing physical pieces). 4. Expression media (creating digital artefacts). Microsoft in Education caters to all these categories with their diverse range of hardware and software technologies. While there are new classifications for sorting new technologies, It is important to ensure that when selecting hardware and software that it aligns with teachers content and pedagogy requirements (Cherner, T., Dix, J., & Lee, C., 2014).

Understand ICT systems –


Name: Google for Education

Website URL:

Description: An application suite for education institutions, which include a virtual classroom, social ‘hangout’ site and cloud storage options. Google also offers a training centre for users to develop their skills in software use.

Platform: All – available online and app version.

Cost/Licensing: Free, just need an account

Age/Stage: Stages 3-6

Explanation: The Google for Education meets Capability 5 “Managing and Operating ICT” as Google provides numerous learning and training options to further develop a student or teacher’s skill level in any of the linked software/apps. Students and teacher are able to up-skill by understanding how each ICT program works.

Critical Analysis: It is quite easy to get excited about the use of technology in schools/classrooms and go headstrong into an interactive lesson, only to find that students get lost or don’t understand what they are doing. The assumption that all students are technologically literate because they have grown up in the Digital Age often leads to gaps in student understanding of ICT systems (Ribble, 2015; November, 2014). Google for Education not only provides a fantastic package to teachers & students but also a strong learning library for teachers and students to expand their knowledge and prove their abilities to use these applications. Users who can demonstrate their abilities can be officially qualified as Google Educators, Trainers and Innovators.

Manage digital data –


Name: Diigo

Website URL:

Description: A social bookmarking site.

Platform: All – available online and app version.

Cost/Licensing: Free

Age/Stage: Stages 3-6

Explanation: Diigo resource meets Capability 5 “Managing and Operating ICT” as it enables students and teachers to create a digital resource collection of web pages.

Critical Analysis:

Social bookmarking sites like Diigo can be used for pedagogical purposes due to their potential for communication, sharing and information discovery (McLoughlin & Lee, 2007). Students will search and browse websites throughout the course of the subject and create a resource folder. The purpose of compiling a resource folder is to examine how they can use strategies to support themselves in different situations and analyse the range of ways they can provide support to others. Taha, Wood and Cox (2014, p.33) report that social bookmarking promotes collaborative inquiry-based learning, thought-provoking use of internet research and an efficient way to organise and build an online library.

<p><a href=”″>Diigo V5: Collect and Highlight, Then Remember!</a> from <a href=”″>diigobuzz</a&gt; on <a href=””>Vimeo</a&gt;.</p>


Bruce, B. C., & Levin, J. A. (1997). Educational Technology: Media for inquiry, communication, construction, and expression. Journal of Educational Computing Research, 17(1), 79-102.

Cherner, T., Dix, J., & Lee, C. (2014). Cleaning up that mess: A framework for classifying educational apps. Contemporary Issues in Technology and Teacher Education. 14(2). pp. 158-193 Retrieved 2017, May 1 from

Diigobuzz. (2010). Diigo V5: Collect and Highlight, Then Remember! Retrieved from

Google.(2017). Google for Education logo [image]. Google for Education. Retrieved 2017, February 3 from

Google for Education (2014, April 11). Google for Education 101. Retrieved from

Microsoft in Education. (2017). Microsoft in education logo [image]. Education. Retrieved 2017, February 3 from

Microsoft in Education. (2017, January 24). Microsoft Education: A complete solution. Retrieved from

Ribble, M. (2015). Digital citizenship in schools: Nine elements all students should know. Eugene, Oregon: ISTE.

Roblyer, M., & A. Doering. (2014). Integrating educational technology into teaching: international edition. 6th Edition. Pearson. Great Britain. United Kingdom.

Taha, N., Wood, J., and Cox, A. (2014). Social bookmarking pedagogies in higher education: a comparative study. International Journal of Information Systems in the Service Sector (IJISSS) 6(1). pp. 24-36. Retrieved 2017, February 1 from