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As technology becomes more powerful and tools such as artificial intelligence (AI) introduce transformative opportunities to the classroom, we actively integrate them into the curriculum with intention, insight and integrity.
At the heart of Fintona’s digital learning strategy lies a clear purpose: to empower students and enrich learning in a measured, mindful, and meaningful way.
Guided by the School’s values and vision, we trial technology rigorously and integrate it only when it enhances the learning experience and deepens engagement.
Technology integration is most impactful when it engages and empowers our girls, sparks curiosity, builds confidence, deepens connections with others, and unlocks new potential.
If digital tools are only used to substitute traditional ones – swapping pen and paper for a screen, for example – their impact on promoting learning is minimal, explains Michelle Maglitto, English Learning Area Leader. But when used with intention, they can transform the learning landscape.
In her Year 8 English Enhancement class, Michelle brings reading to life through Reading Progress, a feature within Microsoft Teams that fosters fluency and oratory skills.
Michelle selects an individualised passage for students to read aloud, recording their performance, while AI generated feedback is produced on pronunciation, intonation and pacing. She then analyses the results, tracking each student’s progress, accuracy rates, and identifying common challenges and trends – both individually and across the class.
While the AI generated feedback shows each student where to focus in order to improve, it is most powerful if student reflection, peer and teacher feedback are also part of process, Michelle explains. ‘I would not use technology in isolation – collaboration between students and the teacher is an essential part of the learning process,’ she says.
At Fintona, teaching students to engage meaningfully with technology – to use it effectively, thoughtfully, and ethically – is as critical as the tools themselves. Our students learn to question, verify, and evaluate – skills that position them as AI literate, as opposed to simply being AI users.
‘In the English classroom, generative AI platforms can be used to plan or edit written work,’ Michelle explains, ‘but our girls must first know the text, master the language, and understand context – form, audience, tone and purpose – before deciding whether the AI generated response aligns with their intended learning.’
‘They must understand how to authenticate information, craft effective prompts, and critically evaluate every AI response. That’s why I never bring a platform into the classroom without testing it first and without teaching students to engage their critical thinking skills.’
This is where educators are more vital than ever – guiding students not just to use digital tools, but to understand their limitations, and harness their strengths.
‘Technology is an integral part of the 21st century workplace. By being taught how to use technology thoughtfully and through a critical lens, our girls are well placed to navigate the myriad of tools at their disposal – using them purposely and ethically,’ Michelle says.
