Advocating for a Digital Learning Scope and Sequence in Elementary
5b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others
5d. Contribute to the effectiveness, vitality and self-renewal of the teaching profession and of their school and community.
Scope and sequence documents can facilitate a system approach to education in order to ensure baseline digital literacy concepts and skills are instructed to all students.
What is the process for writing curriculum documents?
How can we cross pollinate the ISTE Standards, the Role of ICT in the PYP and the Approaches to Learning (Transdiscipliary Skills) to write a conceptual and skill-driven scope and sequence document?
How do we decide what are appropriate skills for different developmental levels?
Goal: To persuade colleagues and administration to write a digital literacy policy and create scope and sequence documents across the elementary curriculum.
Role: To be an inspiration for positive and progressive change in 21st century skill development and act as a leading voice in a working group formed to review ICT in our division.
Audience: Elementary administration and the Library and Digital Learning Working Group.
Situation: There appears to be a gap among teachers who are more digitally literate and those who are not as comfortable with digital learning. As such, students can receive vastly different educational experiences based on the proficiency and attitude of the teacher.
Product: To create a digital literacy scope and sequence document so year-level teachers are all expected to instruct digital literacy at roughly the same level. This document will ensure that teachers know what is expected of them, which as a result will provide a baseline level of skills across the year-levels so there is greater consistency.
Six Facets of Understanding:
Explain: I will explain the potential pitfalls of having no digital literacy curriculum or using overly generalized skill or concept-based outcomes that could be applied at vastly differing degrees of depth.
Interpret: I will interpret the ISTE Standards for Students, The Role of the ICT in the PYP, Common Sense Media and the Approaches to Learning curricular documents to examine where potential alignment could form an encompassing scope and sequence.
Apply: I will work with like-minded colleagues at my school to discuss, and hopefully participate in creating, an elementary scope and sequence document for digital learning.
Have perspective: I have the perspective that not all administrators or teachers would like to work with more articulated curriculums. Some feel constrained or feel their freedom to teach is taken away.
Empathize: I know that not all colleagues or administrators are adopting technology in education at the same rate. Therefore, I can empathize with them for their reluctance or concern to move forward with this proposal.
Have self-knowledge: I know that I am currently more enthusiastic about improving digital literacy at our school than most of my peers. Others might not be, or might not see it as a high priority.