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Information and Communications Technology – Relationships with other domains

Introduction | The Arts | Civics and Citizenship | Communication | Design, Creativity and Technology | English | Health and Physical Education | The Humanities – Economics | The Humanities – Geography | The Humanities – History | Interpersonal Development | Language Other Than English (LOTE) | Mathematics | Personal Learning | Science | Thinking Processes | Show All


This advice identifies how concepts and skills from the Information and Communications Technology (ICT) domain are an integral part of student learning across the curriculum. It provides a starting point for teachers to consider opportunities for developing student activities that incorporate these essential knowledge and skills.

The Arts

The Arts provide an arena where Information and Communications Technology (ICT) can be creatively used, explored and integrated into the curriculum, for visualising thinking, creating and communicating. Students’ analysis, interpretation, construction and deconstruction of new media, visual, and performed forms of ICT can enhance the complexity, sophistication, effectiveness and accessibility of their own work.

The Arts provide opportunities for students to develop new operational skills in ICT, critical understandings of how ICT operates in the world through critiquing their experiences as both consumers and producers, and opportunities for students to develop their understanding of how ICT is impacting upon culture through investigations of evolving digital art forms. Convergence of art forms and the development of new art forms through ICT raise particular challenges for the Arts in terms of how art and artistic practices are changing and being changed by ICT.

Civics and Citizenship

Students’ understanding of concepts, relationships and processes associated with civic institutions, political, government, and legal systems is assisted by using Information and Communications Technology (ICT) tools to visualise thinking. They identify and collect data from primary and secondary online sources to inform their opinions about local, national and global issues and to assist them to think critically about their own values and those of organisations in society. ICT online tools are applied to engage students with the community and organisations on a local and global level. Students use contemporary communication tools to articulate and justify their own opinions on local, national and global issues in private and public forums.


In Information and Communications Technology (ICT), students create information products in a range of forms using structures, layouts and presentations that conform to accepted conventions and that are appropriate for different audiences. They evaluate information obtained from online sources and analyse the effectiveness of selected e-learning tools. Students maintain a digital record of their learning and use this to reflect on and, if necessary, modify their communication skills to improve their effectiveness. Students use and evaluate current communication tools such as email, blogs, electronic portfolios and online forums. They evaluate the presentation of information produced in these forms, assess the appropriateness of the language and explore the explicit and implicit meaning of messages created for transmission using these forms of communication.

Design, Creativity and Technology

When investigating new ideas and information about design problems, existing products/systems, materials and production processes, students can use the Internet to locate specific information from websites and to share ideas with other students and experts through emails, blogs and public forums. Students use visualising thinking tools, such as electronic graphic organisers and circuit simulation software, when developing or representing their understandings about new ideas or designs. The flexibility of these information and communications technology (ICT) tools encourages students to experiment with different sets of ideas or figures when trying to determine suitable approaches to solving the problem.

Designs can be created and modified using software such as computer-aided design (CAD) or other drawing tools. In the designing phase, students can also use ICT tools to devise the production plans and record progress during the production phase. If students are working in teams, they can access and modify these design and production plans through communication tools such as blogs.

Evaluation reports can be created using software such as word processing and presentation tools such as PowerPoint. Digital images of progress and the finished products can be included in these reports. Students can also include some of these files in their digital portfolio to show how their Design, Creativity and Technology knowledge and skills have been applied to create products or systems that meet the requirements of design briefs.


The English and Information and Communications Technology (ICT) domains are interwoven in the curriculum. Students can create their own texts in English using a range of ICT tools and data types to visualise their thinking, locate, select and process data and information, and present their ideas and information to their audience in various ways.

Health and Physical Education

Information and Communications Technology (ICT) can be used to access, process, manage and present, to information; to model and control events; to construct new understanding; and to communicate with others.

Health and Physical Education provides the opportunity for students to:

The Humanities – Economics

In Economics, students use Information and Communications Technology (ICT) skills to research and access information, to communicate information, and for presentations. They access and select relevant information on the Internet to acquire economic information and to investigate economic issues; use a range of computer-based Economics programs; apply word processing, data presentation, graphics and analysis programs; use spreadsheets, data-handling packages and databases. Students also use visualising thinking tools, such as concept mapping and graphic organiser templates, to help develop their understandings of key economic concepts such as resource allocation.

The Humanities – Geography

The application of Information and Communications Technology (ICT) in Geography has become increasingly significant. ICT tools that are used for visualising thinking include a variety of software packages that enable graphic organisers such as venn diagrams, future wheels, concept maps and mind maps to be created.

Students use ICT skills for researching and accessing information, and for presenting their work. Students use the Internet to investigate case studies and use an ever-increasing range of computer-based geography programs, including web quests. Software packages such as word processing, email, graphics and analysis packages, spreadsheets and databases are the tools of a geographer and provide means to process data and information and communicate learning. Geographic Information Systems (GIS) are software packages that provide a powerful spatial toolset for the analysis and communication of geographic information when introduced as appropriate.

The Humanities – History

History students can take advantage of Information and Communications Technology (ICT) tools, such as mind-mapping programs to assist their thinking processes, developing an understanding of cause, motivation, effect, change and continuity. Students can use presentation tools such as slide shows to enhance oral presentations. The development of web-based forums assists in the exchange of ideas and knowledge with their peers. The Internet provides a rich range of sources for historical inquiry. Through ICT students develop the skills of finding and targeting relevant information to support critical inquiry and the development of historical explanations.

Interpersonal Development

Information and Communications Technology (ICT) is a key part of many social interactions and the development of relationships. ICT assists students to work cooperatively through providing tools for managing collaborative projects and communicating, recording, presenting and modifying thoughts and ideas. Decisions arrived at through negotiating different viewpoints and resolving conflicts are recorded with ICT tools for later reference and reflection. Students use online ICT tools to complete projects in virtual teams with people from different cultures, values and beliefs. They understand the protocols for participating in virtual teams, respectfully relating to others from diverse backgrounds, and resolving conflicts in a fair and effective manner in a special social context of the online world.

Language Other Than English (LOTE)

Teachers of languages and teachers of Information and Communications Technology (ICT) share a common interest in the creative, extensive yet critical use of ICT. In general, ICT and the multimedia texts made possible by the Internet and various software in particular, can strongly support learners whose cognitive or learning style is more towards the visualiser end of a continuum of learning with visualisation and verbalisation at the two ends.

ICT involves instantaneous worldwide connections allowing the connecting of small and large communities. Via chat groups, and other time-specific or time-delayed connections, learners can relate directly to native speakers of the target language. This is an important experience for learners so that they hear, and read, the target language they are learning used naturally by their age peers. In this way learners and speakers of the target language can come into immediate and interactive contact. ICT can be motivating for some learners, experimental and diversifying for others and generally enriching.

Multimedia texts also encourage multiliteracies which stimulate learners to experiment, to express themselves, to explore and range widely with texts, materials, information, and modes of communication that combine the vast resources of ICT.


In Mathematics, extensive use is made of ICT, with applications specified at all levels in the standards. Students make use of increasingly sophisticated calculators to check estimations, perform computations and investigate number, function and algebraic properties. Computer software includes the use of spreadsheets, dynamic geometry packages, statistical and graphing tools and computer algebra systems. Mathematical investigations on the Internet require effective, efficient and discriminatory use of search engines.

Personal Learning

In Information and Communications Technology (ICT), students learn with and from their peers, and various adults, both in the classroom and remotely through online access to experts and others with knowledge to share. Students solve problems both independently and cooperatively to create information products in a positive learning environment. Students learn to be respectful of others and their products through the implementation of classroom expectations and protocols for ICT use. They use visual thinking tools to plan, monitor and revise their thinking strategies and reflect upon their learning strategies in systematic ways. They efficiently manage their personal learning by applying ICT tools to goal setting, time and resource planning, and monitoring, evaluating, and, if necessary, adjusting their plans.


Within and beyond the classroom, the Information and Communications Technology (ICT) dimensions of Visualising thinking, Creating and Communicating are integral to effective study in Science. The ICT domain provides opportunities for the development of rich and effective learning environments in which new ways of thinking, accessing, processing and presenting data and information and developing understandings in Science are possible.

ICT facilitates visual thinking through the use of tools such as simulation software and graphic organisers. These can assist in interpreting and explaining scientific observations. For example, simulations can be created of population dynamics, which allow data to be extrapolated and predictions to be made of the effect of changes in an ecosystem.

Data can be captured using data loggers and projects can be managed using softwares such as spreadsheets and word processing which allow the recording, sequencing and monitoring of tasks. Project management tools also assist in organising personal learning goals.

Spreadsheets, image editing, multimedia and web authoring software are examples of ICT which can assist students in the interpretation, explanation and presentation of scientific findings. Familiarity with appropriate designs of information products and protocols for communicating and collaborating with peers and scientific colleagues is essential for students to work effectively and respectfully in a global environment. ICT supports collaborative learning in ways not previously thought possible.

Thinking Processes

In Information and Communications Technology (ICT), students create visual representations of the thinking strategies they use when solving information problems. Early in their learning, students are scaffolded through templates that they modify, to assist them in developing skills in using ICT for visualising their thinking. These representations are later referred to as evidence or records of their thinking processes. When solving similar problems in different contexts, students retrieve the records and modify them for use in the new context. Over time, students use these records to reflect on and refine their thinking strategies. They explain how visualising their thinking helps them to understand concepts, relationships and processes and to formulate and organise ideas.

Further development of thinking skills enable students to become more effective in critiquing their experimental design and methodology, including their analysis of error. Increasingly, students will rely on applying investigative, problem solving, experimental and inventive techniques to create solutions to problems, requiring the application of critical and creative thinking skills. Based on a careful consideration of evidence collected from various sources, students will feel confident to debate the merits and problems of contentious and/or ethically based issues of broad community concern.

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