Today’s students are digital citizens who need to develop the skills to thrive in an evolving digital world. (Green, 2020) The Australian Curriculum has identified the areas students need to be skilled in to achieve the general capability of digital literacy, practising digital safety and wellbeing, investigation, creating and exchanging, and managing and operating content (ACARA, 2022). The Technological pedagogical content knowledge model (TPACK) is a framework educators can use to ensure they have the necessary knowledge of the relationship between content, technology and pedagogy in order to effectively use educational technology (Howell, 2022).

As a future teacher I need to reflect on the connection between my own digital professional learning and improved student learning. AITSL’s report on enabling tech provides the rationale for 6.4 and 2.6 of the Australian professional standards of teaching, understanding the connection between professional learning and improved student learning within this context of digital education (AITSL, 2022). The report found, based on NAP–ICT Literacy results in 2022, Australian students' proficiency in digital literacy scored ‘only 55% of Year 6 students and 46% of Year 10 students’ (Evaluating the evidence for educational technology - Part 2).

A teacher’s belief in their own capabilities and knowledge and skills in digital literacy influences the extent and effectiveness technology education is incorporated into the classroom (Li et al., 2019, in AITSL, 2022). Studies have shown, teaching through technology can be effective when used with the right pedagogical approach. Teachers need to have sufficient skills in digital technology for it to enhance student learning (Green, 2020). This is where professional learning goals are vital to increase teacher’s digital skills and knowledge. By reflecting, reviewing and reconsidering the tools available, the context of the students, the content and the way in which to teach students learning will benefit (Howell, 2022).

Australia is yet to have an educator's digital literacy capabilities framework to follow, AITSL referenced the EU’s educator’s digital Competencies framework; organisational communication, professional collaboration, reflective practise and digital CPD (continuous professional development) (AITSL, 2022). This and my context of Primary education I have created professional learning goals emphasising organisational communication, reflective practises and CPD within self-identified gaps.