Author: George Milliken

What is Google Slides?

Google Slides is a tool for creating presentations:

  • Slides can contain a range of media, inlcuding text, images, video and sound
  • Slides can be shared with Glow users and externally with parents and the community

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This YouTube video includes an embedded playlist – use the playlist icon in the top-right of the video to view the full collection of videos.

What is Google Drive?

Google Drive is an online cloud storage tool

  • Drive allows you to store documents online to be accessed anywhere and on any device
  • Drive allows you to share documents and work on them collaboratively

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This YouTube video includes an embedded playlist – use the playlist icon in the top-right of the video to view the full collection of videos.

What is Google Classroom?

Google Classroom is a digital hub for collaboration.

  • Classroom can be used for communicating with learners, creating and sharing lessons, and assessing learning
  • Find out how you can make the most out of Google Classroom within Glow by watching the videos below

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This YouTube video includes an embedded playlist – use the playlist icon in the top-right of the video to view the full collection of videos.

What is Google Docs?

Google Docs is a tool for creating text documents and can be used to:

  • Create a page of text but can also contain tables and images
  • Support accessibility, with translation, voice typing and text reading
  • Share documents with Glow users and externally with parents and the community

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This YouTube video includes an embedded playlist – use the playlist icon in the top-right of the video to view the full collection of videos.

What Digital Learning Might Look Like

The aim of the document is to provide examples of learning activities and how they can be incorporated into a range of contexts at early, first and second level.

The document lists the experiences and outcomes in the left-hand column with suggested learning activities in the right-hand column.

These examples are not exhaustive and are only to illustrate how educators can include the digital literacy and computing science experiences and outcomes into cross-curricular contexts.

Improvement questions

  1. How confident are you that the experiences you are providing for learners allow them to develop the skills, knowledge and understanding outlined in the curriculum guidance?
  2. Do you know the level of digital literacy learners come to you with?
  3. How confident are you when using digital technology in your lessons?
  4. How well do your learners make use of high-quality resources and equipment, including digital technologies?

View the document online, or download, here

Features of Highly Effective Digital Learning, Teaching and Assessment in Schools

This document outlines the features of high-quality digital learning experiences for all children and young people. It highlights the importance of highly-skilled staff who work with children, young people and others to ensure digital learning is motivating and meaningful.

It has been designed for use primarily by L.A. staff, senior leaders, school leaders, practitioners.

View the document 

CIDREE Yearbook 2021 – Digital Literacy: Curriculum Development and Implementation in European Countries

The latest CIDREE Yearbook was published towards the end of last year. Titled Digital Literacy: Curriculum Development and Implementation in European Countries, we contributed the Scottish chapter on how digital literacy has been embraced by education practitioners and learners across Early Learning and Childcare, primary and secondary schools (ages 3-18). 

It details how adapting and diversifying modes of professional learning are critical in providing practitioners with relevant, motivating and skills-building opportunities to improve their own digital learning and subsequently provide better digital learning for young people. It then expands on how this has led to the development of knowledge, skills and application in the use of digital tools and on pedagogical practice.

Read the full CIDREE publication here

Go to the Scottish article