UNLOCKING THE POTENTIAL OF DIGITAL LEARNING TOOLS FOR STUDENTS WITH LOW LITERACY

Digital learning tools hold the potential to boost engagement and outcomes for English literacy in the middle years especially those in 'at risk' categories such as boys, Indigenous students, and English as an Additional Language (EAL) students, by providing them with alternate means of approaching content and making meaning. Due to extensive investment digital learning tools are becoming widely used in teaching English. However, the presence and use of digital tools within classrooms does not necessarily result in positive learning outcomes, and poorly conceived or deployed digital policy can produce negative outcomes. By reviewing existing research literature and government policy, including examples of effective digital curriculum, this paper identifies ways in which digital tools can effectively address the varied literacy needs of middle years learners, pedagogy. It identifies that meaningful change will only be achieved through policies that are targeted at students' needs and strengths, and the professional development of teachers in effective digital pedagogy.