Digital Technologies - what are the most important considerations when examining a potential digital technology to use in an educational context.

 

Padlet illustrates how contextual factors critically shape the integration of digital technology in the classroom. Its collaborative and multimedia features make it a versatile tool for creative learning and communication. In my teaching practice, where access to digital resources is limited and Wi‑Fi reliability varies, Padlet has enhanced engagement yet also revealed the challenges of school‑level infrastructure. Lessons using Padlet followed a 60‑minute structure: an introduction (10 minutes) to outline objectives and model the platform; collaboration (25 minutes) as students posted ideas, links, and videos on cultural themes; peer review (15 minutes) for commenting and discussion; and reflection (10 minutes) for digital exit tickets. This pacing balanced exploration with structure and allowed teacher circulation for ongoing monitoring and support.

With limited devices available, students worked in pairs or small groups, rotating between Padlet work and offline preparation such as research or drafting. Appointing a “digital navigator” within each group ensured every learner contributed and reduced time lost to technical difficulties. This cooperative structure was essential to participation while managing limited access. Padlet’s flexibility supports Universal Design for Learning (UDL) by enabling contributions through text, images, audio, or video. Differentiation was embedded through model examples, structured prompts for those requiring scaffolding, and extension challenges for higher‑ability learners. Short tutorials and demonstrations built confidence gradually, improving both student and teacher digital literacy (Jeffrey & Kelly, 2011; List, 2019).

Because of unpredictable connectivity, alternative plans were essential. Offline brainstorming with sticky notes mirrored Padlet’s digital layout; these were photographed and uploaded when wifi was available. Reflection tasks could also be completed on paper, ensuring that learning objectives were maintained regardless of technical issues.

Padlet’s visual and interactive nature proved particularly valuable for student voice and confidence, especially among quieter learners who were more willing to share ideas through digital spaces, echoing findings by Floyd (2022) and Kim (2023). The tool also facilitated inclusive collaboration, allowing diverse learners to express understanding in various media forms. Over time, regular integration normalised digital sharing and supported the development of critical digital citizenship.

Despite these benefits, limitations emerged. Wi‑Fi instability occasionally interrupted feedback activities, and the abundance of student posts demanded significant teacher moderation. Some lower‑ability students faced initial challenges navigating Padlet independently. These issues highlighted the importance of context‑responsive planning, robust classroom management, and flexible pedagogy rather than reliance on the tool itself. As argued by Anwar et al. (2019) and Beltrán‑Martín (2019), meaningful technology integration depends on context readiness and teacher confidence. In my practice, success relied on structured routines, peer support, and proactive contingency planning. Moving forward, tutorials, clearer digital role assignment, and improved feedback processes will further develop these digital lessons and projects.

Ultimately, this experience demonstrates that effective digital integration is achieved not through technology alone but through adaptive pedagogy that prioritises accessibility, creativity, and authentic collaboration. Padlet provided a platform for students to collaborate and create knowledge and foster inclusive participation, meeting key curriculum goals in digital literacy. This experience strengthened professional competencies aligned with teaching standards on digital pedagogy, inclusive practice, and reflective improvement.

 

References:

• Jeffrey, L. and Kelly, O. (2011), ‘Developing Digital Information Literacy in Higher Education’. Presented at LILAC Conference at UCL, London 4th June, 2011. pp. 21-30.​
• List, A. (2019). Digital literacy instruction and teachers' attitudes towards technology in the classroom. Frontiers in Education.​
• Beltrán-Martín, I. (2019). Using Padlet for collaborative learning. In Proceedings of the HEAD Conference, Valencia, Spain.​
• Floyd, J. (2022). Padlet: Enhancing Collaboration with Adult Learners. Proliteracy.org.​