DigiLit Leicester
What is DigiLit Leicester?
DigiLit Leicester was a collaborative project between Leicester City Council’s Building Schools for the Future Programme, De Montfort University and City secondary schools. The project focused on supporting staff in developing their digital literacy knowledge, skills and use of digital tools, environments and approaches. It was designed to ensure staff and learners were getting the most from funding and were able to make best use of technology to meet their aspirations.
DigiLit Leicester said that: "It will help schools make sure every learner attending a BSF Programme school benefits not only from a school with world-class technology provision, but from an education that is supported and enhanced by the use of technology to raise achievement and aspiration, connect communities and open opportunities."
A Digital Literacy Framework was created to link digital literacy with secondary school practice, and this was used to build an online reflective and informative survey. A summary of the initial stages can be viewed in the Initial Project Report.
DigiLit Leicester said that: "It will help schools make sure every learner attending a BSF Programme school benefits not only from a school with world-class technology provision, but from an education that is supported and enhanced by the use of technology to raise achievement and aspiration, connect communities and open opportunities."
A Digital Literacy Framework was created to link digital literacy with secondary school practice, and this was used to build an online reflective and informative survey. A summary of the initial stages can be viewed in the Initial Project Report.
DigiLit Leicester Framework Themes
Click on the links below to access descriptions of the framework themes and projects associated with each one.
DigiLit Leicester Framework Levels
How would you rate yourself? Click on the buttons below to view the statements associated with each level.
Staff who fall within this level are unlikely to have had many opportunities to experiment or engage with technology in the school context. They can carry out a range of basic activities (sending email, entering data into the schools MIS, setting up web-based accounts, creating and sharing simple documents, for example) across the framework strands, although there may be gaps in these skills.
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At the Core level, a member of staff can make use of commonly available school technologies and resources and understands a range of ways that these can be used to support learning and teaching. The ‘Core’ levels in the context of the framework relate to the project’s baseline of knowledge, skills and practice in the context of schools, i.e. they represent a reasonable expectation of the skills and confidence level of staff supporting young people in a typical secondary school setting.
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Staff working at the Developer level of the framework will have an active interest in the development of their digital literacy. Their professional development will be characteristically self-directed and they will be capable of thinking critically about the technology that they use (or choose not to use). They will have the ability to make use of and develop their use of a wide range of tools, including the advanced features of commonly available technologies and programs. They understand how their learners use technology and can identify opportunities and risks.
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The Pioneer has fully integrated technology into their teaching practice and shares their experiences with colleagues and others. They are confident in their skills and know how to apply them in the classroom to create beneficial learning experiences, as well as how to appropriately monitor effectiveness and measure success. They routinely seek out opportunities to develop their professional understanding, skills and practice, and make use of technology to engage with and develop local, national and global communities and networks. They are reflective about their use of technology and use their knowledge to bring about innovation both within the classroom and for whole school community development.
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