Digital Learning Competencies

Within the four focus areas - Leadership in Digital Learning, Digital Citizenship, Digital Content & Instruction, and Data & Assessment - the competencies provide a framework of needed skills to provide quality, integrated digital teaching and learning.

Why is this important?

What does it look like in GCPS classrooms?

Leadership: Teachers will demonstrate leadership in accelerating their integration of digital teaching and learning pedagogies.

• Engage in virtual and face-to-face learning communities to expand mastery of technological applications for

• professional growth and student learning.

• Take initiative with own professional growth to inform practice.

• Demonstrate leadership for technology innovation beyond my own classroom.

• Engage in peer collaborative problem solving through continuous planning, designing, testing, evaluation, and

• recalibration of teaching methods using appropriate digital technology.

• Promote open, lifelong learning as an iterative process of success, failure, grit, and perseverance.

Digital Citizenship: Teachers will model and teach digital citizenship by the ethical, respectful, and safe use of digital tools and resources that support the creation of a positive digital school culture.

• Demonstrate understanding of intellectual property rights by abiding by copyright law, intellectual property, and fair use guidelines.

• Teach and require the use of copyright law and fair use in student work and creation.

• Engage in responsible and professional digital social interaction.

• Integrate digital citizenship curriculum into student learning.

• Demonstrate global awareness through engaging with other cultures via advanced communication and collaboration tools.

• Ensure full, equitable access and participation of all learners through high-quality technology tools and resources.

Digital Content & Instruction: Teachers will know and use appropriate digital tools and resources for instruction.

• Design technology-enriched learning experiences that encourage all students to pursue their individual interests, preferences, and differences.

• Lead all students in becoming active participants in setting educational goals, managing learning, and assessing their progress through digital tools.

• Identify, evaluate, and utilize appropriate digital tools and resources to challenge students to create, think critically, solve problems, establish reliability, communicate their ideas, collaborate effectively.

• Immerse students in exploring relevant issues and analyze authentic problems through digital tools and resources.

• Evaluate and appropriately modify the form and function of the physical learning environment to create a conducive digital learning environment.

Data & Assessment: Teachers will use technology to make data more accessible, adjust instruction to better meet the needs of a diverse learner population, and reflect upon their practice through the consistent, effective use of assessment.

• Integrate digitally enhanced formative and summative assessments as a part of the teaching and learning process.

• Use performance data and digital tools to empower student metacognition for self-assessment & self-monitoring their own learning progress.

• Utilize multiple and varied forms of assessment including examples of student work products.

• Utilize technology and digital tools to synthesize and apply qualitative and quantitative data to:

  • • Create individual learner profiles of strengths, weaknesses, interests, skills, gaps, preferences.

    • Inform, personalize, and calibrate individual learning experiences.

    • Identify specific plans of action related to weaknesses, gaps, and needed skills as identified in the learner profile.

    • Reflect and improve upon instructional practice.