A RESOURCE FOR SCHOOL COMMUNITIES

Seeing
and being
seen.

Smart glasses. School safety. Disability inclusion. And the decisions that don’t fit neatly into a ban.

Start with the Human (de)centred AI framework, then explore seven school questions, research-based scenarios and practical resources.

Begin with the three lenses · Individual or group

THE PURPOSE / 00

How to use this resource

Designed for schools, preservice teachers, ITE academics and universities, this resource helps people engage in informed conversations about smart glasses and other AI-enabled wearables—not arrive at a single prescribed answer. Smart glasses and other wearables can have legitimate purposes on school grounds, including assistive use. The important questions are how they are used, what safeguards protect privacy and consent, and how schools respond to misuse or harm. Invite different perspectives, record issues and agree who will follow them up. School leadership teams make context-specific decisions under current requirements; this resource does not provide legal or policy advice.

Listen widely

Include voices that might otherwise be overlooked.

Surface tensions

Consider child safety, access and professional rights together.

Decide next steps

Leave with a conversation record and actions to follow up.

FIRST ACTIVITY / 01

One challenge.
Three different lenses.

Start with the Human (de)centred AI framework. Explore the decision, its impacts on self, others and the environment, then what needs to happen and who owns the risk.

Suggested time: 15–25 minutesIndividual or facilitated group

TL;DR: Frame the decision, examine impacts on people and the environment, then identify relevant practice, policy and legislation.

01 · With / Without / About02 · Self / Others / Environment03 · Best Practice / Policy / Legislation

SECOND ACTIVITY / 02

Then explore the
seven school questions.

Designed for end-of-year planning days, Term 1 induction, school council discussions and university–school partnership meetings.

Suggested time: 20–30 minutesSeven prompts

TL;DR: Discuss practical school dilemmas, record differing perspectives and agree actions and responsibilities.

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Facilitate together

Display one question at a time. Consider the scenario and invite differing perspectives.

✳

Reflect independently

Work through the prompts at your own pace, then share key issues with your team.

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Take it forward

Capture actions, assign responsibilities and download a summary for local planning.

READY WHEN YOU ARE

Seven questions. A starting point for better decisions.

ACTIVITY 03 / RESEARCH & SCENARIOS

Grounded in research.
Built for conversation.

Inspired by the open-access chapter Seeing and Being Seen: How Might On-Demand Learning Be Reimagined Through AI-Enabled Smart Glasses? by Bec Marland, Janine Arantes and J. Andrew Welsman. Through speculative scenarios and bioecological systems theory, the chapter explores surveillance, inclusion, consent and professional autonomy in initial teacher education.

Suggested time: 5–10 minutes per scenarioFive imagined futures

TL;DR: Test leadership responses to scenarios about access, consent, safeguarding and long-term professional autonomy.

Explore the resource library ↗Visit SmartGlasses Lab ↗

INTERACTIVE RESEARCH / FIVE SPECULATIVE FUTURES

Step into
the scenario.

Inspired by the chapter’s five speculative fabulations, organised through bioecological systems theory. These are imagined situations for discussion—not predictions, policy guidance or legal advice. It is not acceptable to pit one person’s rights against another’s. Consider multiple perspectives together, including disability inclusion, privacy, safety, consent and professional autonomy, before deciding what is appropriate in your context.

Suggested time: 5–10 minutes per scenarioFive scenarios to choose from

TL;DR: Choose a response to an imagined school situation and discuss the opportunities, risks and responsibilities it reveals.

SCENARIO 01 / MICROSYSTEM

Supported—and watched

A preservice teacher with partial hearing loss uses live captions and voice amplification. The glasses also offer lesson prompts and may allow a mentor to replay the lesson. The teacher feels more confident, but less free to teach spontaneously.

Whose perspectives matter?

Preservice teacherMentor teacherStudents and familiesDisability support team

Which functions provide access, and which turn support into surveillance?

YOUR LEADERSHIP CONVERSATION

Your school is asked to host this placement. Where do you begin?

Choose a starting response to reveal the next set of questions. You can test every option.

PRACTICAL RESOURCE / USE IT RIGHT NOW

Smart Glasses
on Campus.

Looking for something practical to put in front of your leadership team or school community today? Open this flipbook as a shared starting point before working through the questions and scenarios.

01 Open together02 Discuss local implications03 Agree what to follow up

Open Smart Glasses on Campus ↗Download the posters (PDF) ↓

Use alongside current school and departmental guidance. The resource supports conversation; it does not replace local decisions.

Dear families and carers, As we prepare for the announced Victorian school restrictions on smart glasses, we are reviewing how wearable technologies are used in our school community. Some smart glasses and other wearables can support legitimate needs, including accessibility. We also need to address risks such as recording or sharing images, audio or personal information without consent, and other uses that affect privacy, safety and respectful behaviour. We invite families to raise questions, share relevant accessibility needs and help us discuss practical safeguards. Our school will communicate the applicable rules, processes and any arrangements through its usual channels after considering current departmental requirements. Please contact the school if you would like to contribute to this conversation. Kind regards, School leadership team