Framework for Enhancing Digital Proficiency K Lazard

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1 Framework for Enhancing Digital Proficiency Keisha Lazard EDT5104

2 Framework for Enhancing Digital Proficiency Technology is becoming more prevalent in classrooms worldwide, and digital literacy is the new normal. It describes the capacity to find, assess, and share different facets of knowledge through media channels. As a result, digital is becoming more popular. It is the use of technology to display digital concepts in the classroom, including text, audio, graphics, and more. Additionally, it motivates kids to learn by introducing them to digital tools that facilitate the learning process and online resources. Tablets and laptop computers are provided to public, charter, and private school students for use in the classroom. They now have digital access to materials for online study. Additionally, it boosts the usage of online curriculum access. A relationship is created when parents, teachers, and students may all access a digital exam or evaluation. Digitally savvy students can achieve academic success. Gaining an understanding of technology can help with a variety of abilities in the classroom. Digital literacy helps students be more creative and market themselves. Research indicates that pupils can benefit significantly from using digital literacy as a means of information processing. Thus, it aids in the learning process for the pupils (Weinstein, Husman, & Dierking, 2000). Digital competence as a dependent self-efficacy is known as digital literacy. The study showed both linguistic development and academic success. Though opinions on this idea vary, there are a lot of advantages to it. Consequently, learners can apply the most pertinent instructional techniques in the classroom to address assignments. Alignment of the Framework with the Goal of Digital Literacy Motivating kids to learn on a digital platform is the aim of digital literacy. While some schools fail because involving the parents and students is difficult, many succeed because they

3 can forge that connection and meet academic objectives. Through the lens of digital literacy, numerous pupils worldwide have achieved success. To be successful, educators must incorporate skills and goal-setting into their class plans. Establishing objectives for each class period with the kids will guarantee success. Ascertain the learning style that will be applied to the internet, gadgets, and media resources. The intention is to add digital skills to those jobs within the classroom. Ensure the pupils understand how to interact with the digital facets of life. This study's primary objective is to ascertain whether Digital Bloom's Taxonomy is being used. Yes, then we are headed in the correct direction. The first part is creation. Are we fostering an environment in the classroom where students feel inspired to produce fresh, original work? Second, think about if we want to assess the pupils based on a target element. Are we using the correct essential elements? Thirdly, think about whether the conclusions we are making will inspire kids to use their imaginations. Fourth, can they use what they've learned to set and accomplish their own goals? Since not every student is familiar with the correct format, comprehension is crucial to the bloom. Finally, we test our memory of the information in the assessment's primary goal. Digital technology in all classrooms must be influenced by teaching and learning. Universities are making every effort to guarantee that all students have access to digital tools and other learning resources by developing and growing programs in digital literacy. As stated in the New Media Consortium Horizon Report 2017 (Adams Becker et al., 2017, p. 24), leaders for digital literacy efforts. The element of setting priorities, posing severe obstacles, and bridging these learning gaps through a digital platform (Ng, 2012). Rationale for the Choice of Curricula Focus The SAMR Model is unique and effective; it permits a strong mindset and stimulates technological thinking and learning. Four steps make up the SAMR Model. First, there is a

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4 substitution, where technology serves as a tool with many purposes. Students can type notes on an iPad or laptop instead of writing them down using a pen and paper when learning digitally. Regarding one of the SAMR stages, there is one advantage that we can all agree upon. Although this practical exercise may not benefit all students, it is helpful if the instructor wants to do an outside activity with the class because a laptop or iPad is more portable than paper and pencil. Writing outside is more challenging under windy or other changing weather conditions. In SAMR, these first two phases establish the representation in several ways that can function. Although not necessary, digital technology can be pretty helpful in the classroom. All that technology does is provide educators and learners with digital assignments—the formation's third stage. The secret to success is adaptation since it offers new perspectives. For modification, teachers, for instance, have access to a wide range of resources and instructional approaches. They can combine ideas that were ineffective in the classroom. Putting up a website for a reading class and having students create a blog on becoming better readers is one way to use this. In terms of success portrayal, the two latter stages are similar. Technology helps us in the classroom with various learning styles. (Adam, 2022). The SAMR model is a planning tool that allows teachers to create more engaging learning experiences for their pupils. This offers an educational understanding of classroom-useable technology. I always think about how technology can help my kids receive better sources in the classroom. How can we instruct pupils on how to safely and responsibly utilize technology? Always ask your professors for tips and strategies to support students better using digital platforms in the classroom. Collaboration is essential in the educational process. How may social constructivist learning be applied to improve student collaboration in the school?

5 Role of Stakeholders in the School Community One may wonder who makes up a stakeholder in the school community. Teachers, school board members, the district, office personnel, principals, parents, and community leaders are examples of stakeholders. A stakeholder is somebody who works in building a school. These individuals manage the curriculum's instructional component and make crucial choices for the school's interior design. Typically, plans for school improvement originate from them. Educators and additional facility personnel make choices about the placement of students, and the principal and school board members make crucial choices about the state of upkeep at the school. The school board is in charge of allocating funds to the schools and monitoring their use. The money is usually distributed based on the number of staff members that can be hired and the number of teachers that are needed. They are upgrading the building to code and purchasing classroom and teacher materials. In addition, they design the yearly budget for the academic year and determine what may be done with any extra funds. Principals are in charge of more than just maintaining the structure. Principals are in charge of each school's personnel and facilities. In addition, they have an assistant principal who helps them with the burden. They divided the job equally. This setting will be advantageous to the associate principal and the principal. Plans for school reform and the curriculum are also under their purview. They work together to accomplish objectives for both teachers and students. They also decide on hiring practices, department heads, and staffing. In addition, they oversee the implementation of school policies, maintain tabs on every kid within the premises, and guarantee that parents receive accurate report cards and information. The instructors are the building's most significant stakeholders. They gave pupils the most crucial education possible. They act as mentors and are available to help students. They are necessary for success in the classroom. They spend eight hours a day teaching reading, writing,

6 math, science, and social studies. Another significant player is the parent. They are the student- teacher dialogue and the basis for their academic achievement. Parents aid teachers with education at home, which helps pupils get ready for school. Parents can review exams, assignments, and other assessments to assist their children. They are their child's primary source of motivation. Because they give the team in the student community so much support and resources, these helpful stakeholders are pretty valuable. As a result, they play a crucial role in our educational community. Everybody could use a little bit of every individual who guides our pupils. The curriculum and the rules enforced on these premises shouldn't concern educators. All these specifics and elements help the board of education decide if the right digital tools were used in the classrooms. Teachers should be free from wondering where everything is coming from every morning. Research-Based Framework for Digital Literacy The Framework for Digital Literacy was created to categorize and identify different themes in digital literacy research projects. Among the themes are digital literacy, digital thinking, digital competencies, and digital skills. These are the critical components of the framework for digital literacy. Digital Competencies for Citizens (DigComp 2.1.) is a proposal from the European Union that is now being implemented. The framework comprises the following five skill areas: (a) digital content creation, (b) communication and collaboration, (c) information and data literacy, (d) safety, and (e) problem resolution (Carretero, Vuorikari & Punie, 2017). Ferrari (2012) characterizes them as "technical fashion." Digital skills are the main focus of the second Framework. Digital skills were categorized by Ng (2012) as (a) technological (using technology devices), (b) cognitive (thinking critically about the information), and (c) cultural (interacting with people and interacting with them). These are the

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7 talents that Van Deursen and Van Dijk (2009, 2010b) recommend: (a) implementation abilities (fundamental knowledge of internet technology), (b) structured internet abilities (route planning and orientation abilities), (c) internet-savvy abilities (satisfying information needs), prerequisites), and (d) business strategy learning that is developmentally appropriate (using the internet to accomplish goals). In 2014, the same writers expanded the original framework to include content creation and communication abilities. (Deursen & Van Dijk). In the same way, Helsper and Eynon (2013) proposed four categories of digital skills: critical, creative, social, and technical prerequisites), and (d) learning developmentally appropriate business strategies (using the internet to accomplish goals). The same authors added communication and content development skills to the initial framework in 2014. Despensen and Van Dijk. Similarly, Helsper and Eynon(2013) put out digital skills' critical, artistic, social, and technical categories. It is generally acknowledged that digital literacy is essential for the educational system. It is crucial for all parties engaged in education, not only stakeholders. The method is centered on critical thinking, creativity, and invention. It takes communication to use technology to encourage critical thinking. Objectives are created with goals in mind. These exercises in digital literacy complement the curriculum's learning goal. It adds to the conversation about the issues we confront in education. (Ozkan Kutanoglu and Ozen (2002). Conclusion Ultimately, the digital era significantly impacts our educational system in the twenty-first century. For education, paper and pencil are no longer adequate. Teachers have broadened their curriculum and the resources they utilize in the classroom to provide a better and more pleasant educational environment.

8 The lecture hall. Teachers have the tools and abilities to educate in the classroom in many ways. They are excited about the digital platform that education can use thanks to technology. Instructors possess alternatives and techniques for instructing at the school. The 21st century features everything, which is now better for all kids and teachers thanks to digital components. Any book can be transformed into easily accessible digital tools for parents and kids.

9 Reference Fluck, A., Webb, M., Cox, M., Angeli, C., Malyn-Smith, J., Voogt, J., & Zagami, J. (2016). Arguing for computer science in the school curriculum. Journal of Educational Technology & Society, 19 (3), 38-46. http://library.capella.edu/login?qurl=https%3A%2F %2Fwww.proquest.com%2Fscholarly-journals%2Farguing-computer-science-school- curriculum%2Fdocview%2F1814441053%2Fse-2 Herold, B. (2016, 10). What it takes to move from 'passive' to 'active' tech use in K-12 schools. The Education Digest, 82 , 33-38. http://library.capella.edu/login?qurl=https%3A%2F %2Fwww.proquest.com%2Fmagazines%2Fwhat-takes-move-passive-active-tech-use-k- 12%2Fdocview%2F1815500220%2Fse-2%3Faccountid%3D27965 Donnelly JE, Greene JL, Gibson CA, Sullivan DK, Hansen DM, Hillman CH, Poggio J, Mayo MS, Smith BK, Lambourne K, Herrmann SD, Scudder M, Betts JL, Honas JJ, Washburn RA. Physical activity and academic achievement across the curriculum (A + PAAC): rationale and design of a 3-year, cluster-randomized trial. BMC Public Health. 2013 Apr 8; 13:307. Doi:10.1186/1471-2458-13-307. PMID: 23565969; PMCID: PMC3626787. Schneider, M., Hall, W. J., Hernandez, A. E., Hindes, K., Montez, G., Pham, T., Rosen, L., Sleigh, A., Thompson, D., Volpe, S. L., Seeloff, A., & Steckler, A. (2009). Rationale, design, and methods for process evaluation in the HEALTHY study. International Journal of Obesity, 33 , S60-7. https://doi.org/10.1038/ijo.2009.118 ten Cate, Boralfs, J., van Dijk, M., & Westervelt, T. (2018). Training medical students for the twenty-first century: Rationale and development of the Utrecht curriculum “CRU+.” Medical Teacher., 40(5), 461–466. https://doi.org/10.1080/0142159X.2018.1435855 .

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10 Seifi, & Crowther, D. (2018). Stakeholders, governance and responsibility (Seifi & D. Crowther, Eds.). Emerald Publishing. Prado Tuma, & Spillane, J. P. (2019). Novice School Principals Constructing Their Role Vis-A-Vis External Stakeholders: (Not) Attempting to Be “All Things to All People.” Educational Administration Quarterly., 55(5), 812–840. https://doi.org/10.1177/0013161X18822101 Silber‐Varad, Eshet‐Alkalai, Y., & Geri, N. (2019). Tracing research trends of 21st‐century learning skills. British Journal of Educational Technology., 50(6), 3099–3118. https://doi.org/10.1111/bjet.12753

Framework for Enhancing Digital Proficiency K Lazard

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