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.
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.
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.
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.
