Embracing information technology and artificial intelligence
At St Michael’s, we’ve aimed to develop a clear, strategic and sustainable approach to artificial intelligence (AI) that aligns and unifies our learning community at a measured pace. The perspective and reflections from both staff and students have underpinned ongoing professional learning opportunities for our teachers (and educational support staff) on use within and beyond the classroom. — Mr Matt Heinrich, Director of Learning Technologies and ICT
Our students are at the heart of our exploration and decisionmaking regarding the use of technologies for teaching, learning, and caring. To be truly student-centred, we focus on fostering our teachers’ curiosity to embrace the complexity of new technologies such as AI while supporting their ability to scaffold effective and ethical uses with their students.
In alignment with the Australian Framework for Generative AI in Schools, our students are already moving beyond ubiquitous tools like ChatGPT. For instance, robotics students have built custom bots using vision computing AI models to simulate disaster rescues, while others created AI-powered chatbot prototypes within our secure digital environments.
This innovative approach ensures that both students and teachers are equipped to collectively navigate the implications of AI on learning and assessment design. Its effectiveness is highlighted by various student achievements in information technology and AI, showcasing our commitment to integrating these fields in meaningful ways. Two notable events from this year demonstrate how both our teachers and students are embracing these advancements and the positive impact they are having on the broader community: The Hatchery’s Integrating AI in Education Conference and the Victorian RoboCup event.
Integrating AI in Education Conference
St Michael’s student focus regarding the use of AI for teaching, learning, and caring was no better evidenced than when our students Yuma (12M) and Hannah (11B), along with Director of Learning Technologies and ICT, Mr Matt Heinrich, presented at the Integrating AI in Education Conference held in May. Their session, titled ‘Co-design to inform the use of AI in teaching, learning and caring’, highlighted the shared journey between
St Michael’s students and teachers of navigating technological change, underpinned by an understanding of the cognitive, social, and psychological needs of our learning community.
Key takeaways from the conference included the importance of harnessing the student voice and creating a framework based on trust. Attendees appreciated the insights shared by our students, recognising their capability to discern the difference between learning and merely completing work. The bravery and honesty of our students in discussing their relationship with AI were particularly commended, showcasing their intellectual engagement and potential for the future.
Victorian RoboCup Event
St Michael’s has a rich history in robotics, with regular success at RoboCup Junior events. On 14 September, nine teams from our Robotics Club, comprising students from Years 7 to 12, competed against 25 other schools and clubs, where our students’ robots scored points by navigating and detecting objects and simulating disaster rescues.
Ashton (12M) and Yuma (12M) leveraged an AI camera and vision computing to make a custom-built bot, which secured them 2nd place in the Open division. Chester (9B) and Oscar (9B) won the inaugural RMIT University Engineering Award for their transition from LEGO™ robotics to constructing a custom robot using Arduino™ hardware and software. These achievements were supported by School mentors Mr Matt Heinrich, Ms Lucy Jones, and Ms Ghada Fahmi, reflecting our commitment to fostering creativity and technical skills in our students.
As AI and other digital tools continue to evolve, we strive to maintain a balance between innovation and safety, ensuring our students are prepared to be positive contributors to society. This philosophy underpins our ongoing efforts to cultivate a learning environment that embraces technological advancements while prioritising the wellbeing and development of our students. Mr Heinrich aptly summarised our approach as follows:
With ubiquitous access to generative AI technologies now emerging, we remain committed to unifying staff, student and parent mindsets, encouraging a discerning balance of both effective and ethical engagement with such tools.
Leading the way: St Michael’s recognised as a Microsoft Lighthouse School
St Michael’s is a Microsoft Lighthouse School, recognised for ‘using Surface technology in innovative ways and displaying a truly future-focused commitment to teaching and learning.’ (Microsoft)
We are pleased to share that our School has recently been distinguished as a Microsoft Lighthouse School. This prestigious recognition, held by only 22 schools in Australia, acknowledges our focus on enabling inclusive learning experiences that nurture creativity and provide students with safe and equitable access to technologies.
Our innovative practices are supported by Microsoft 365 tools, our approach to the Years 7 to 9 Surface Pro program, and our recent transition to Surface laptops for all staff. This followed an extensive collaborative review to determine the best fit for our School’s needs.
Mr Matt Heinrich, Director of Learning Technologies and ICT, worked with his team to transform digital access and productivity, via a strategic shift underpinned by co-design and a focus on enabling all learners.
At the beginning of this year, the team seamlessly rolled out new devices to 250 staff and over 150 students. This was a highly personalised experience and significant undertaking that reaffirmed our commitment to ensuring all members of our School community have access to the tools they need for effective learning, teaching and working.
As a School, we pride ourselves on being progressive, where creativity, flexible problem-solving and empowerment are valued, and where students are nurtured to become positive, contributing citizens. In the wake of the COVID pandemic, we have continued to reimagine our collective relationship
with technologies and increased our investment in device management, productivity and security.
Microsoft captured and celebrated this story, recognising the diligence in our approach to leveraging technology while demonstrating a visible commitment to the collective wellbeing of our staff, students and parents: St Michael’s device strategy has culture at its heart.
Looking towards 2030, we will continue to make technology decisions and embrace emerging technologies using a constructive and purposeful approach co-designed with our students.
Access to technology is, and should be, ubiquitous, but there’s a really important distinction to this, which is around it being used with purpose. For us, that means being in alignment with our Framework for Teaching, Learning and Caring. It’s about students having the opportunity to co-design, collaborate, communicate and develop critical literacy and citizenship with flexibility and a sense of autonomy — while recognising we’re doing students a real disservice if we’re amplifying their voice without giving them the right tools and knowledge that provide the guardrails, so they are safe and secure.
— Mr Matt Heinrich, Director of Learning Technologies and ICT
1. Sophie (9S) and Chloe (9H) with their Microsoft Surface Pro laptops. 2. Mr Heinrich with Year 9 students using their Microsoft Surface Pro laptops.