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Evaluating the effectiveness and impact of a technologies self-audit tool for primary school teachers
Conference presentation

Evaluating the effectiveness and impact of a technologies self-audit tool for primary school teachers

Sarah Glencross, Natalie McMaster, Michael D Carey and Kate E Williams
Australian Association for Research in Education (AARE) Conference, 2025 (Newcastle, Australia, 30-Nov-2025–04-Dec-2025)
Australian Association for Research in Education
2025
url
https://aareconference.com.au/View
Event Website

Abstract

Teacher education and professional development of educators Education policy Science, technology and engineering curriculum and pedagogy Educational administration, management and leadership Teacher professional development ICT integration Technologies curriculum Self-audit tool TPACK Teacher agency Digital pedagogy School leadership
As digital technologies become increasingly embedded in primary education, variability in teacher confidence and capacity to deliver the Australian Curriculum: Technologies persists. This study evaluates the implementation of a self-audit tool designed to support primary teachers in identifying their professional development (PD) needs related to ICT and Technologies integration. Conducted in two Queensland primary schools, the research examines the extent to which the self-audit informed professional learning and leadership planning, and enhanced teacher agency in technology-enabled pedagogy. The study responds to national and global calls for evidence-based, scalable models of teacher-led professional learning in STEM-related disciplines. The research explored how the self-audit influenced teachers’ understanding of their own Technological Pedagogical Content Knowledge (TPACK), and whether it fostered strategic engagement with PD at both individual and school levels. Participants included 28 staff members in School A and 27 in School B, comprising classroom teachers and school executive. All participants completed the online self-audit, with a subset electing to participate in follow-up focus group discussions during allocated professional learning time. Using a qualitative case study methodology, data were drawn from audit responses and semi-structured focus groups. Thematic analysis of focus group transcripts provided insights into participants’ perceptions of the tool’s relevance, clarity, and impact on their reflective practice and motivation for further learning. Findings indicate that the self-audit supported teachers in identifying previously unrecognised gaps in content knowledge and classroom application. It provided a structured mechanism for self-reflection, and in many cases, prompted reconsideration of professional learning priorities. Participants noted the tool’s alignment with authentic teaching contexts and its contribution to a shared language for discussing ICT capability. School leaders reported that aggregated audit data assisted with identifying trends, informing school-wide PD agendas, and enabling more targeted support for staff. This study highlights the potential of self-audit tools to facilitate meaningful, teacher-driven professional learning while supporting leadership in building a cohesive, capability-focused digital education strategy. The findings underscore the importance of engaging both teaching and executive staff in reflective practices that inform sustainable professional growth. Further research is recommended to examine longitudinal impacts on classroom practice and student outcomes.

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