Category: documents published

teacher digital literacy framework

Teacher Digital Literacy framework document (DRAFT)

Teacher Digital Literacy framework document

The framework outlines the digital literacy skills, knowledge and understanding a teacher requires to deliver high-quality 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 learning is motivating and meaningful.

 

DigiLearn home

Digital Teacher diagram (landscape)

The framework will allow teachers to gather evidence within the GTC Scotland’s Standard for career-long professional learning, and to have an enhanced and critically informed understanding of:

  • pedagogical and learning theories and professional practice
  • digital technologies to support learning
  • curriculum design
  • digital technologies to support learning
  • the value of learning beyond curricular areas and cross curricular subjects such as literacy, numeracy, health and wellbeing, learning for sustainability, and digital literacy
  • the skills and competencies that comprise teacher digital literacy
  • how to embed digital technologies to enhance teaching and learning
  • the learning context
  • how to organise and manage learning

teacher digital literacy framework

Teacher Digital Literacy framework document (DRAFT)

Teacher Digital Literacy framework document

The framework outlines the digital literacy skills, knowledge and understanding a teacher requires to deliver high-quality 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 learning is motivating and meaningful.

 

DigiLearn home

Digital Teacher diagram (landscape)

The framework will allow teachers to gather evidence within the GTC Scotland’s Standard for career-long professional learning, and to have an enhanced and critically informed understanding of:

  • pedagogical and learning theories and professional practice
  • digital technologies to support learning
  • curriculum design
  • digital technologies to support learning
  • the value of learning beyond curricular areas and cross curricular subjects such as literacy, numeracy, health and wellbeing, learning for sustainability, and digital literacy
  • the skills and competencies that comprise teacher digital literacy
  • how to embed digital technologies to enhance teaching and learning
  • the learning context
  • how to organise and manage learning

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?

digital HGIOS features of highly effective digital in learning teaching and assessment

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.