Author: George Milliken

This is Digital learning and teaching CLPL course

This is Digital: ELC

About this programme

This course consists of four webinars, each examining a theme of planning, teaching, learning and assessment. Attendees are required to participate in discussions, share examples of practice and will receive a certificate of completion from Education Scotland for completing this.

Participants are required to be digitally literate and confident in applying digital technology in their class. Ideally, but not essentially, having achieved Microsoft Expert, Google Educator level 2 or complete Apple Portfolio.

Sign up for next term’s programme with this link – go to EventBrite page

DigiLearnScot ELC home

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Programme rationale

This programme focuses on what is ‘effective use of digital technology’ and how this can enhance learnign and teaching, instead of focusing on the wide range of novel digital technologies available to teachers.

This is because teachers in Scotland are required to have an enhanced and critically informed understanding of digital technologies to support learning and the skills and competencies that comprise teacher digital literacy and know how to embed digital technologies to enhance teaching and learning; as well as being able to consistently demonstrate the enhanced skills and abilities working both individually and collaboratively to ensure that every learner has access to and are enabled to select from well-chosen/designed resources including digital technologies. – GTCS (2021)

What can I expect?

This programme has been designed using Rosenshine’s principles of instructional design: smaller steps, revisiting prior learning, models of success and questions to check understanding.

Each webinar is underpinned by research and focused on one of the four themes of planning, teaching, learnign and assessment. Participants will be asked to share their thoughts on the theme and then the presenters will offer ideas and a model to scaffold participants’ understanding. The webinar will finish with a ‘call to action’ for participants to identify an idea form the webinar that they will test in their practice.

Preparing
Planning and resourcing
Delivering
Assessment & feed-forward

preparing for learning clpl - Back to This is Digital page Reading and watching This episode of CLPL focuses on the rationale for using, or not using, digital technology in learning. An Education Endowment Foundation… …
planning and resourcing learning clpl - Back to This is Digital page Reading and watching This episode of CLPL focuses on the elements to consider when planning and resourcing lessons with digital.  How does digital make… …
delivering learning clpl - Back to This is Digital page Reading and watching This episode of CLPL focuses on the elements to consider when designing and delivering lessons with digital.  Creativity in the classroom… …
assessing and feeding forward clpl - Back to This is Digital page Reading and watching This episode of CLPL focuses on the elements to consider when assessing learning and providing 'feed forward'.  Using digital technology to… …

What do I need to do or know?

Participants are required to take an active role in sharing their current practice, as well as their own personal successes and failures. The aim being that we build a community of support and guidance, helping everyone involved reflect upon where they are now, where they need to be, and how they will get there. It would be expected that some practitioner enquiry take place as evidence of the professional development you have undertaken with us.

The programme meets the GTCS Standard for Career-Long Professional Learning 2.1.1, 2.1.3 and 3.2.1.

Participants should ensure they have an understanding of these documents before attending, as they will be referenced throughout.

GTCS Standard for Career-Long Professional Learning

Technologies: Experiences and Outcomes

European framework for the digital competence of educators

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This is… Digital Leaders: skills to help you lead change in your school

This programme aims to support teachers develop their leadership, improvement and coaching skills in the context of digital skills. It will provide the skills and knowledge to develop a strategic plan based on the needs of your colleagues, learners and wider school community; develop your understanding of improvement methodology and support you undertake an enquiry-based approach to developing professional learning for teacher digital skills and the digital literacy curriculum planning for learners.

This CLPL will run throughout the academic year 2023/2024.

Register your interest: coming soon.

 
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Entry requirements

Teachers need to be digitally confident:

  • professional certifications, such as Apple Teacher, Google Educator Level 2 or Microsoft Expert are required to demonstrate this

Applicants will need time to be able to deliver training, develop curriculum planning and implement school improvement planning:

  • approval from their headteacher to join the programme

The programme requires an enquiry-based approach to learning:

  • applicants must take the time to read the literature, test change in their practice and reflect on their learning to complete a portfolio of learning

Programme content

Applicants will be provided with a list of recommended literature to ensure they have a deep and informed knowledge of digital skills and learning and teaching. This will underpin their development work in school.

There will be inputs from across Education Scotland to support the applicants’ development of skills and knowledge in:

  • leadership
  • improvement methodology
  • curriculum development
  • effective pedagogy

 

These sessions will provide the practitioner with the knowledge to evaluate their schools’ needs for:

  • teacher digital skills
  • the use of digital to enhance learning, teaching and assessment
  • learner digital literacy curriculum planning
  • engaging families in digital learning

 

This evaluation will be used to identify an area of inquiry to develop their thinking and practice over the course of the learning programme. This will be shared as a final summative assessment to pass the course while informing the Scottish education system of effective digital leadership and practice.

The applicant will need to be able to demonstrate how they took evaluated school needs, developed and delivered professional learning to colleagues, and developed the digital literacy curriculum for learners and engaged families with this. The particular aspects that the applicant identifies and develops will form the basis of their professional enquiry.

Programme calendar

calendar

cyber toolkit 04 may

04 May 16:00, Cyber Toolkit webinar

The Cyber Toolkit is designed to help teachers find the most appropriate and useful advice, information and resources to support learners.

When we use the internet we either consume, create or communicate. Each of these behaviours has different levels and types of risk. This toolkit will help you to diagnose, understand and then support learners with their digital needs.

Before you start with the toolkit, find out what your learners are using and doing online; and the issues or risks this presents. With this information you can use the toolkit to locate information, resources and professional learning to support you in planning meaningful CRIS learning.

Click this button to go to the Cyber Toolkit

Sign up for the webinar using this EvenBrite link – Sign up now!

microsoft teacher toolkit

Microsoft Teacher Toolkit – introduction to Microsoft OneDrive and Teams in Glow

Learn the essential skills and knowledge to use Microsoft OneDrive and Teams. These step-by-step training courses are aimed at teachers who are new or lack confidence in using Microsoft 365 in Glow.

The skills and knowledge are based on the Essential Teacher Digital Skills.

Sign up using the events links below:
COMING SOON

 

back to Teacher Digital Skills

Digital Teacher diagram (landscape)

Attendees are REQUIRED to be able to join in with the tutorial activities using their Glow account.

This session will explain how to:

  • login to Glow and find Teams and OneDrive apps
  • use OneDrive to create, store and share files
  • create and join classes on Teams

View the step-by-step video tutorials for each skill on the Essential Teacher Digital Skills page

Book CLPL webinars

SIGN UP with the EventBrite links below:

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google teacher toolkit

Google Teacher Toolkit – introduction to Google Drive and Classroom in Glow

Learn the essential skills and knowledge to use Google Drive and Classroom in Glow. These step-by-step training courses are aimed at teachers who are new or lack confidence in using Google Workspace in Glow.

The skills and knowledge are based on the Essential Teacher Digital Skills.

Sign up using the events links below:
COMING SOON

 

back to Teacher Digital Skills

Digital Teacher diagram (landscape)

Attendees are REQUIRED to be able to join in with the tutorial activities using their Glow account.

This session will explain how to:

  • login to Glow and find Classroom and Drive apps
  • use Drive to create, store and share files
  • create and join classes on Classroom

View the step-by-step video tutorials for each skill on the Essential Teacher Digital Skills page

Book CLPL webinars

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this is digital term4 clpl

30 May, This is Digital Learning and Teaching professional learning programme

As educators it is our responsibility to make effective use of digital technology to deliver high quality teaching, engaging learning and effective assessment.

This four-part professional learning programme is designed to enhance educators’ knowledge and skills in order to develop their planning, teaching and learning, and assessment and feedback with digital technology.

 

The four sessions cover:

  • preparing for digital in the classroom
  • creating quality resources for learning
  • creative approaches to teaching with digital
  • effective assessment and feedback approaches with digital

 

Find out more about the programme with this link.

Sign up for this programme using this link: EventBrite signup page here

cyber toolkit unwanted contact

Communicate: unwanted contact

Unwelcome friend/follow requests or messages (20%) and unwanted sexual messages (8%) account for 28% of the potential risks encountered by UK internet users aged 13+ (Ofcom, 2022). Understanding how the platform works can help children and young people reduce the likelihood of this potential risk by managing who can and cannot contact them.

 

back to Communicate

cyber toolkit communicate

Internet safety risks and considerations

Access

In order to communicate with others online, learners usually need access to:

  • an internet-enabled device
  • apps to communicate – this may include the device’s own messaging, calls or video calls (FaceTime) apps, as well as the most common additional messaging apps WhatsApp and Snapchat
  • someone else to communicate with

When supporting learners with this area, it is important to consider who controls their access to these opportunities and resources:

  • Is there a risk of this occurring in school?
  • How is that enabled?
  • Are there steps that could be taken to reduce the risk of this?

If it is an out-of-school risk:

  • How can the school support with this?
  • Is support required for families or learners?
  • Who can support with this: Community Learning and Development or Police Scotland?
Potential risks

Being more cyber resilient reduces the risk of internet safety issues arising. We all want the internet to be a more welcoming space for children and young people and that is why we promote this positive message of safe, smart and kind.

Topics to explore with learners might include are:

  • the people they communicate with – groups or individually
  • the platforms they communicate on – impact of device or context
  • types of content they might share – risk of inappropriate content
  • the risks of sharing created content
  • the law about online communications – Communications Act 2003
  • the potential risks, and associated harms, the same for everyone – why are they different, and why does this matter?

Cyber resilience guidance

Devices

The first potential vulnerability when communicating online is the device not being securely setup.

Check with learners that they have taken these steps to reduce the risk of someone accessing and communicating with their device without permission:

  • a screenlock that requires a passcode or biometric (face or fingerprint) to log in to stop unauthorised access (hacking)
  • apple devices have a content filter, called communication safety in Messages, in their ‘screen time’ settings that blocks potentially nude content from children’s phones
Accounts

Another potential vulnerability when communicating online is that accounts on the device or online platform not being secure enough and allowing others to use their device or contact them.

Check with learners that they have taken these steps on their apps to reduce the risk unwanted contact:

  • they use device or platform security features, inlcuding password, biometrics or 2FA to ensure only they can access it
  • they know how to use the settings and security features to set the platform up to only share information they are willing to share – this can reduce their ‘visibility’ and potentially reduce the chances of unwanted contact
  • they can use the settings and security settings to control who is able to contact them, see/reply to their posts or direct message them on the platform

 

Whatsapp 
Safety and security features

How to block and report contacts

How to change group privacy settings

How to change your privacy settings

Snapchat

How To Report A Snap

Snapchat Reporting Quick Guide

Reporting on Snapchat – Safety Snapshot video

How do I change my privacy settings on Snapchat?

How to Remove a Friend

FaceTime

Block unwanted callers in FaceTime on iPhone

Report and support

When using devices or online platforms to create communicate, learners should understand that online platforms and services, including apps, carry greater risk of being shared without permission as the messages and content on these is almost always stored on their server, which is the company’s computer, and not the child or young person’s device. 

Should created content ever be shared with, or without, permission then learners should have the knowledge, skills and support to report and recover from the potential risks associated with this:

ANY communication that contains content that depicts child sexual abuse MUST be reported to the police or CEOP

Whatsapp 
How to block and report contacts

Snapchat

How To Report A Snap
Snapchat Reporting Quick Guide

Reporting on Snapchat – Safety Snapshot video

FaceTime

Block unwanted callers in FaceTime on iPhone

Adults can report concerns about unwanted contact to NSPCC

Children and young people can report concerns about unwanted contact to Childline

cyber toolkit: consume

Cyber Toolkit: Consume

Teachers should focus on understanding how learners are using online platforms – do they consume, create or communicate?

This section focuses on the risks of using online platforms to consume content. Content that is consumed is created by others and shared online by individuals or organisations and can be any form of media, including video, photos, text or games. 

Cyber Toolkit home

Go to Create or Communicate

cyber toolkit: consume

A lot of our online time is spent consuming others’ content, such as reading news or social media posts, watching videos or playing games. The main potential risks of this content are:

Misinformation

cyber toolkit informaiton literacy and misinformation

Misinformation, sometimes called ‘fake news’, is content created to deliberately mislead or misinform audiences and the single biggest risk to UK internet users (22% of UK users encountering potential harms, Ofcom 2022). This may be done to further a cause or goal, such as in politics, or to cause harm or alarm, such as scaring people off medicines and vaccines.

view the Information Literacy page

Inappropriate content

cyber toolkit inappropriate content

Inappropriate content is any form of media that may be harmful to the person consuming it and is the biggest combined threat to UK  internet users (40%* of UK users encountering potential harms, Ofcom 2022). What is considered inappropriate differs between the people viewing it. Some content may be deemed inappropriate for the age of the person consuming it, such as swearing, or more generally harmful, such as racist language or imagery.

view the Inappropriate Content page

Spending money online

cyber toolkit spending money online

More of our money is spent online than ever before, however, this can be problematic when money is being scammed or stolen, or the individual loses control of their spending, such as with problematic gambling. Scams, fraud and phishing are the most commonly experienced potential financial harms, encountered by 27% of UK online users (Ofcom, 2022)

Fast Forward is the gambling support charity for Scotland and have in-depth guides and advice on gambling support – go to Fast Forward page.

view the Spending Money Online page