Author: Brian Clark

Planning, teaching, learning and assessment

Identifying needs and technological responses

Digitally enabled learning environments

Digital resilience

Developing, Integrating and re-elaborating digital content

Pedagogy in a digitally enabled learning environment Home

Practitioners should have the skills, knowledge and confidence set out in the Features of highly effective digital learning and teaching document to use digital technology to; 

  • plan learning.  

  • deliver teaching and learning. 

  • assess learning. 

Support and examples

Features of highly effective digital learning and teaching document 

Teacher Leadership Enquiry Posters

Examples from digilearnscot community

Digital Quality Assurance of National Qualifications – DigiLearn (glowscotland.org.uk) 

Collaborating through digital technologies

Communication and Collaboration Home

Practitioners should be able:

  • To use digital tools and technologies for collaborative processes, and for co-construction and co-creation of resources and knowledge with learners, other staff and parents /carers. 

Support and resources

As part of networks in school, cluster or wider, teachers participate in collaborative planning and moderation:  

  • Creating and/or sharing lesson plans, resources and activities  
  • Create and/or share learning intentions and success criteria models  
  • Share examples and evidence of learning for moderation purposes, including discussions about standards  

As part of communication with families, documents may be shared to elicit responses and ideas from the school community, this can be used to shape events or papers.

Interact and share through digital technologies

Communication and Collaboration Home

Practitioners should be able:

  • To interact through a variety of digital technologies and to understand appropriate digital communication means for a given context, for example with learners, other teaching staff and/or parents/careers.

  • To share data, information and digital content with others through appropriate digital technologies, for example with learners, other teaching staff and/or parents/carers. To act as an intermediary, to know about referencing and attribution practices. 

Support and Links

Using platforms, such as Teams, Classroom or Showbie etc, to share expectations for learning ahead of time:  

  • Es and Os and context for upcoming topic  
  • Learning Intentions and Success Criteria before lesson  

Setting up and joining networks for collaborating using platforms, such as Teams, to collaborate with colleagues, including:  

  • discussions  
  • File sharing  
  • Video calls  

Using external facing comms platforms, such as twitter, blog or Showbie to communicate learning to families, including:  

  • upcoming learning and support for families on how to help at home  
  • Evidence of learning and feedback  
  • Standards and expectations, like timetables, gym kit, trips or visits  

Managing digital identity

Cyber Resilience and Internet Safety Home

Practitioners should be able:

  • to create and manage one or multiple digital identities (separate work and personal)
  • to be able to protect one’s own reputation
  • to deal with the data that one produces through several digital tools, environments and services. 

Support and Examples

The Common Sense digital citizenship program will look at digital footprint and other topics such as new & media literacy.

Hide My Email lets you create unique random email addresses to use with apps, websites and more so your personal email address can stay private. It’s built in to Sign in with Apple and iCloud+

This information guide from the National Parent Forum of Scotland is for parents and carers.

It’s clear that what we post online can have a real impact on our lives offline. This site helps you understand the long-lasting effects of what you share and empowering you to take control of how your online reputation is created. Created by internetmatters.org This resource is designed to help young people manage their online identity and the understand the Importance of a good online reputation.

Also, internetmatters.org provides information about how to deactivate/delete old social media accounts.  This will enable young people to stay in control of their digital footprint as they move onto new social media platforms 

ThinkUKnow will help you understand how leaners socialising online and how these form part of their digital footprint.

 

Managing data, information and digital content

Information and Data Literacy Home

Practitioners should be able:

  • to organise, store and retrieve data, information and content in digital environments.

  • to organise and process them in a structured environment.

Support and examples

Data Education in Schools The Data Education in Schools project is part of the Edinburgh and South East Scotland City Region Deal Skills Programme, funded by the Scottish Government. The project will be developing an interdisciplinary data education curriculum for Scotland and a set of engaging real world data science teaching materials for primary and secondary school teachers.

Register with the Intellectual Property Office and explore the resources to help educators understand intellectual property, copyright, trademarks and designs.

Teaching Data and Information to 5 – 11 Year Olds Online course from FutureLearn

Managing Information in Cloud Systems

A guide to Microsoft OneDrrive digilearnscot guide to OneDrive for storing and sharing files. 

Manage your Google Workspace storage Google Learning Cener guide to managing your workspace 

Using tags in Teams How to use tags in Teams to manage your content

Using and Managing Tags in Microsoft OneNote how to use tags in Microsoft OneNote

Evaluating data, information and digital content

Information and Data Literacy Home

Practitioners should be able:

  • to analyse, compare and critically evaluate the credibility and reliability of sources of data, information and digital content

  • to analyse, interpret and critically evaluate the data, information and digital content and the impact of algorithms/systems on this.

Support and examples

‘Maddie is Online’: a creative learning path to ethics of online safety and security for young people is a resource created by Robert Gordons University illustrating ethics of online safety and security for young people

Teaching Adolescents How to Evaluate the Quality of Online Information Use these strategies to help students identify relevance, accuracy, bias, and reliability in the content they read

Digital Citizenship Curriculum Use digital citizenship lesson plans from Common Sense Education to address timely topics and prepare students to take ownership of their digital live

How fake news hijacks your brain Short video about fakenews from BBC BiteSize

How algorithms and filter bubbles decide what we see on social media Short video about how o algorithms populate our social media feeds from BBC BiteSize

Teaching Media Literacy A resource from reboot focussing on how we can help learners and ourselves navigate misinformation

Digital misinformation / disinformation and children A short read from Unicef “Misinformation is false or misleading information that is unwittingly shared, while disinformation is deliberately created and distributed with an intent to deceive or harm. Together they range from satire and parody, to dangerous conspiracy theories. Here are 10 things you need to know about how they affect children”

Other Links

Browsing, searching and filtering data, information and digital content

Information and Data Literacy Home

Practitioners should be able:

  • to articulate information needs, to search for data, information and content in digital environments; to access them and to navigate between them

  • to create and update personal search strategies

  • to be able to evaluate content to understand whether you have the right to use it and how to search for free to use content.

Support and Resources

Register with the Intellectual Property Office and explore the resources to help educators understand intellectual property, copyright, trademarks and designs.

The iDEA awards and badges are for anyone.  You may find the undertaking the iDEA award yourself will develop your understanding and knoweldge of a number of aspects of digital, including data and infomration use.  

The Information Commissioners Office provides support for schools in relation to takig photos, pupil information and lesson plans 

Approaches to Childrens Data Protection PDF download from 5RightsFoundation 

Data Education in Schools The Data Education in Schools project is part of the Edinburgh and South East Scotland City Region Deal Skills Programme, funded by the Scottish Government. The project will be developing an interdisciplinary data education curriculum for Scotland and a set of engaging real world data science teaching materials for primary and secondary school teachers.

Better Searching

How do search engines work? This short piece of learning illustrates how search engines like Google work.

How to search on Google Learn a few tips and tricks to help you easily find information on Google

5 Must-Have Google Search Tips from Common Sense Education is useful reference for more effective web searching. 

10 Web Search Tips from Lifewire

Google Advanced Search provides users with more opportunities to search and filter the web

Evaluating Online Resources a short article about evaluating content from the web

Resilience

Cyber Resilience and Internet Safety Home

Practitioners should be able:

  • To know how to recognise, react and recover appropriately to incidents involving devices, data, wellbeing and identity in relation to yourself and others.

Support and examples

This resource is to support you recover for any cyber incident.  The first aid box includes cyber security advice and emotional wellbeing advice to support the recovery process.

The CyberExplorers site will give learners the ability to use the knowledge and skills they have gained to stop a cyber-attack, demonstrating how they could contribute to keeping our world a safer place to live in. These real-world skills will be invaluable to them in their lives and future careers.

The National Cyber Security Centre will give you knowledge and skills to back up your data and apply security updates. To make you and your accounts more resilient

CyberFirst is a programme of opportunities to help young people explore their passion for tech by introducing them to the fast paced world of cyber security.

Our teacher tool kit will support you find the correct resource to enable you to gain knowledge and start conversations with leaners about making their device and themselves more resilient while using the Internet.

Protecting personal data and privacy

Cyber Resilience and Internet Safety Home

Practitioners should be able:

  • to create and manage one or multiple digital identities (separate work and personal),
  • to be able to protect one’s own reputation
  • to deal with the data that one produces through several digital tools, environments and services.  

Support and Examples

This SQA level 3 cyber security unit has an outcome on personal data security.  Education Scotland have created teaching resources that give leaners a basic understanding of how their data is gathered and used.

This link is to a glow team that host the resources.  If you do not have a glow login you will not get access to the resources.

Combined level 4 Cyber Security Fundamentals and Internet Safety assessment. There are a set of three booklets that will help secondary school pupils set up iPad, Chromebook and online accounts. These booklets are designed for learners to work through independently.The online accounts booklet has information on how to use privacy settings.

This site from the National Cyber Security Centre gives you information on how to remove your personal data form old devices such as:

  • iPhone
  • Chromebooks
  • Android

Hack the Raspberry Pi’s terminal and learn basic cyber security skills through a Pac-Man–themed treasure hunt.  This activity will help you gain a better understanding of how a hacker gets access to your data.

Our teacher tool kit will support you find the correct resource to enable you to gain knowledge and start conversations with leaners about what platform they are using to consume, create and communicate.

These guides from hwb.gov.wales include a detailed overview of the app, outlining the age rating and key terminology. They also highlight the risks each app poses to young people and gives detailed instructions on how to enable parental controls and safety settings.

Protecting Devices

Cyber Resilience and Internet Safety Home

Practitioners should be able:

  • To protect devices and digital content, and to understand risks and threats in digital environments.

  • To understand safety and security measures and to have due regard to reliability and privacy.

Support and Examples

 

Parental controls from internetmatters.org will give you knowledge on how to set up devices and make the most of the privacy settings on the networks, gadgets, apps, and sites that leaners may use.

Combined level 4 Cyber Security Fundamentals and Internet Safety assessment. There are a set of three booklets that will help secondary school pupils set up iPad, Chromebook and online accounts. These booklets are designed for learners to work through independently.

CyberGames UK contains different games to help you test your cyber skills.  These games a brought to you by the National Crime Agency (NCA) Cyber choices programme.

Cyber Sprinters is for primary school leaners between the age of 7 -11 years old.  As well as the game you get access to a toolkit of educational resources. The focus of the games and teaching resources is around conveying key messages to children and will help them to develop their knowledge, skills and understanding in crucial areas:

  • using and managing passwords
  • protecting their devices
  • dealing with suspicious messages

Code-Breaking, Cipher and Logic Puzzles Solving Tools site from bosentriq.com introduces you to concept encryption and decryption.  You can use the site to code and decode your own messages

CyberFirst is a programme of opportunities to help young people explore their passion for tech by introducing them to the fast paced world of cyber security.  CyberFirst covers a broad range of activities – a comprehensive bursary scheme to financially support undergraduates through university and a degree apprenticeship scheme, a girls’ only competition and thousands of free places on CyberFirst courses.