UNPACKING THE TDSB’S VISION FOR LEARNING: RESEARCH BRIEF ON DIGITAL FLUENCY

Research & Information Services Toronto District School Board

June 2016 Report No. 15/16-18

TITLE: Unpacking TDSB’s Vision for Learning: Research Brief on Digital Fluency

AUTHOR: Erhan Sinay, Thomas Ryan & Ashley Nahornick Copyright © Toronto District School Board (June 2016)

Cite as: Sinay, E., Ryan, T.G., & Nahornick, A. (2016). Unpacking TDSB’s vision for learning: research brief on digital fluency. (Research Report No. 15/16-18). Toronto, Ontario, Canada: Toronto District School Board

Reproduction of this document for use in the schools of the Toronto District School Board is encouraged.

For any other purpose, permission must be requested and obtained in writing from: Research & Information Services Toronto District School Board 1 Civic Centre Court, Lower Level Etobicoke, ON M9C 2B3 Fax: 416-394-4946 Every reasonable precaution has been taken to trace the owners of copyrighted material and to make due acknowledgement. Any omission will gladly be rectified in future printings.

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TABLE OF CONTENTS BACKGROUND AND RATIONALE .................................................................................... 1 What is Digital Fluency? .............................................................................................1

What is the Difference Between Digital Fluency and Digital Literacy? .....................1

How do we Achieve Digital Fluency? .........................................................................2

What is the TDSB Doing to Achieve Digital Fluency? .................................................4

What are Effective Instructional Strategies? .............................................................5

How can we Measure Digital Fluency in K-12 Schooling? .........................................8

Suggested Outcomes and Indicators .........................................................................9

Teaching and Learning ...................................................................................10

Administrative Use of Technology .................................................................10

Infrastructure Requirements and Needs .......................................................10

Suggested Assessment and Evaluation Practices ......................................................11

System-level Assessment ...............................................................................11

Assessment for Schools .................................................................................11

Assessment for Teachers ...............................................................................12 NEXT STEPS ................................................................................................................... 13 REFERENCES ................................................................................................................. 14 FIGURES Figure 1: Recommendations for Achieving Digital Fluency .......................................2

Figure 2: Technology Pedagogical Content Knowledge (TPACK) ...............................3

Figure 3: TDSB’s Vision for Learning which Highlights Digital Fluency at the Core of Student Learning ...........................................................................4

Figure 4: Summary of Effective Teaching Strategies .................................................8

Figure 5: Seven Elements of Digital Literacy ..............................................................9

Figure 6: Suggested Outcomes and Indicators ..........................................................11

Figure 7: Assessment and Evaluation Practices .........................................................12 APPENDICES Appendix A: JISC Digital Capabilities: Six Elements Defined ......................................17

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UNPACKING TDSB’S VISION FOR LEARNING: RESEARCH BRIEF ON DIGITAL FLUENCY 1

BACKGROUND AND RATIONALE

The Toronto District School Board (TDSB) has recently set forth an innovative vision for

learning, and this research brief will unpack this vision for learning, focusing on a core aspect of

digital fluency. By doing so, we are targeting to inform recent practices and policies regarding

digital fluency across the board and the province. Digital fluency is an essential part of 21st

century learning and an important part of preparing young Canadians for a strong future. It is

the hope that this research brief will motivate you to think about ways to better support digital

fluency.

What is Digital Fluency?

Digital fluency is about having the skills to use digital tools to create, design, communicate, and

express oneself in order to synthesize information (Hsi, Pinkard & Woolsey, 2005). Fluency

reaches beyond knowledge and usage, to meaningful application (Resnick, 2002; Wang,

Wiesemes, & Gibbons, 2012). Digital fluency is the ability to use digital technology skillfully and

meaningfully in a variety of ways. Digital fluency includes “constructing new representational

practices, design sensibilities, ownership, and strategic expertise gained, taking a practice-

oriented perspective rather than a data, information, or knowledge-centred perspective” (Hsi,

2007, p. 1513).

What is the Difference Between Digital Fluency and Digital Literacy?

At the Education World Forum (2015) underwritten by the United Nations, participants

suggested a global challenge is to construct our society in such a manner that “ . . . everyone

can create, access, utilize and share information and knowledge, enabling individuals,

communities and peoples to achieve their full potential in promoting their sustainable

development and improving their quality of life” (p. 22). Supporting this suggestion is the

contemporary belief that literacy is an essential life and workplace skill (Eisenberg, 2008;

Howell, 2014). Literacy is currently a basic human right in a digital world (National Forum on

Information Literacy, 2005).

It is important to know that literacy (verb) and digital (adjective) are complimentary terms in

that they are linked with critical thinking (Mackey & Jacobson, 2011). Literacy is characterized

“Digital fluency is a foundational ability to use digital

technology skillfully, purposefully and meaningfully in a variety

of ways in teaching and learning.”

2 UNPACKING TDSB’S VISION FOR LEARNING: RESEARCH BRIEF ON DIGITAL FLUENCY

as a type of human action in the 21st century that includes digital activities. Calvani, Cartelli,

Fini, and Ranieri (2009) concluded that our cognitive dimension of digital literacy involves

“being able to read, select, interpret and evaluate data and information taking into account

their pertinence and reliability” (p. 187). Digital Literacy is not a new term, indeed as early as

1997 authors defined it as "the ability to understand and use information in multiple formats

from a wide range of sources when it is presented via computers" (Gilster, 1997, p.1).

Digital literacy is about knowing how to use digital technology and what to do with it, in

comparison to digital fluency, which is about knowing when and why to use a specific digital

tool (Savin-Baden, 2015). We are digitally fluent when we have “attitude and aptitude” (Howell,

2013, p. 6). The words digital and literacy are connected by other terms to include more of the

background of the 21st century learner. For instance, by adding the word information to digital

information literacy we define the new term,

. . . as a form of literacy that focuses on electronic information: Digital information

literacy involves recognising the need for, and being able to access and evaluate

electronic information. The digitally literate can confidently use, manage, create, quote,

and share sources of digital information in an effective way that demonstrates an

understanding and acknowledgement of the cultural, ethical, economic, legal, and social

aspects of information. (Jeffery et al., 2011, p. 385)

How do we Achieve Digital Fluency?

In order to achieve digital fluency, we need to provide: (1) reliable and robust technology

infrastructure, (2) effective technology use, and (3) digital fluency/Information Communication

Technology (ICT) frameworks (Saskatchewan Ministry of Education, 2013). Digital fluency

cannot happen without having the necessary technological tools (Howell, 2014).

Figure 1: Recommendations for Achieving Digital Fluency

In order for technology integration to be successful,

secure, reliable and up to date, technology

infrastructure must be in place (Saskatchewan

Ministry of Education, 2013). Having the right tools is

critical for effective teaching and learning

(Saskatchewan Ministry of Education, 2013).

Digital fluency cannot happen without having the

necessary technological tools (Howell, 2014).

Reliable and robust technology infrastructure

Effective technology use

Digital fluency framework/policy

Source: Inspired by (Saskatchewan Ministry of Education, 2013).

UNPACKING TDSB’S VISION FOR LEARNING: RESEARCH BRIEF ON DIGITAL FLUENCY 3

Another important factor for achieving digital fluency is effective technology use by

administrators and educators (Saskatchewan Ministry of Education, 2013). Effective technology

integration must become the new normal in educational environments, for widespread digital

fluency (Savin-Baden, 2015). Effective technology integration is about making the use of

technology routine, readily available, accessible and supporting curricula and teaching goals

(Howell, 2014).

Technological Pedagogical Content Knowledge (TPACK) ( Koehler & Mishra, 2009) unites

Pedagogy and Content (PCK; Shulman, 1986) and Technology Knowledge as a central feature of

effective pedagogy, Koehler and Mishra (2009) added dimensionality and technology traits as

depicted in Figure 2. Individual teachers, grade-level, school-specific factors, demographics,

culture, and other factors ensure that every situation is unique, and no single combination of

content, technology, and pedagogy will apply for every teacher, every course, or every view of

teaching.

Figure 2: Technological Pedagogical Content Knowledge (TPACK)

Source: (Koehler and Mishra, 2009, p. 67); Reproduced by permission.

4 UNPACKING TDSB’S VISION FOR LEARNING: RESEARCH BRIEF ON DIGITAL FLUENCY

Just as important are technology frameworks, which house TPACK and support digital fluency in

educational environments. Digital fluency frameworks should focus on: (1) teaching and

learning, (2) administrative use of technology, and (3) infrastructure requirements and needs

(Saskatchewan Ministry of Education, 2013).

What is the TDSB Doing to Achieve Digital Fluency?

The TDSB strongly supports strategies to achieve digital fluency. The TDSB sees digital fluency

as a fundamental aspect of student learning. Digital fluency is at the core of the TDSB’s vision

of student learning, and is at the forefront of TDSB initiatives and standards (see Figure 3). We

will discuss briefly the TDSB’s initiatives and standards in the following section.

Figure 3: TDSB’s Vision for Learning which Highlights Digital Fluency at the Core of Student Learning

Source: (Malloy, 2016, p. 11)

The TDSB’s ICT Standards -“Digital Learning for Kindergarten to Grade 12” (K-12) provide a

framework for achieving digital fluency. The ICT Standards include six strands focusing on

different areas necessary to build and develop students’ digital fluency.

The six strands of the framework include:

• Technology Operations & Concepts

• Research & Information Fluency

UNPACKING TDSB’S VISION FOR LEARNING: RESEARCH BRIEF ON DIGITAL FLUENCY 5

• Critical Thinking and Problem Solving

• Communication & Collaboration

• Digital Citizenship

• Creativity & Innovation (TDSB, 2008)

The TDSB research studies has focused on digital competence and defined it as “Confidently,

creatively, & ethically use the rapidly evolving information & communication technologies for

learning, leisure, and/or work” (Sinay, 2014, p. 21) to improve students’ ways of knowing in a

rapidly changing globalized world.

Improving digital fluency has been the central focus of the TDSB’s vision and action plans

suggesting actions that will surely impact digital literacy and fluency. For example:

• Building “. . . Wi-Fi infrastructure support in all schools” (TDSB, YAP, 2013, p. 1).

• Ensuring “. . . continuing Education programs (credit and literacy/numeracy, after

school, evening, summer) (TDSB, YAP, 2013, p. 2).

• “[E]xpand[ing] necessary IT infrastructure requirements to sufficiently increase capacity

for learners and teachers, including improved bandwidths, 100% of our schools with

wireless school zones and/or classrooms and capable of “Bring Your Own Devices”

programming for students and more Blended Learning and e-learning services;

Development and use of an integrated TDSB Virtual Library, with 24/7 accessibility for

students, staff and parents” (TDSB, YAP, 2013, p. 3).

• Develop and implement a “Student Innovation & Entrepreneurialism Strategy, which

includes . . . increased opportunities to participate in experiential learning, specialist

high skills major, broad based technology and STEM based co-curricular programs; . . . to

better realize Employability Skills (TDSB, YAP, 2013, p. 5).

The pursuit of these priority goals will involve both digital literacy and levels of digital fluency

within both students and educators.

What are Effective Instructional Strategies?

There are a variety of instructional strategies that are recommended for fostering digital

fluency through teaching and learning. Specific recommendations on instructional strategies

(Saskatchewan Ministry of Education, 2013) can be linked to the TPACK model (see Figure 2).

Other recommendations include:

• Help teachers build content knowledge and nurture the use of technology within the

classroom/school. While it is true that most students could possibly be technical

6 UNPACKING TDSB’S VISION FOR LEARNING: RESEARCH BRIEF ON DIGITAL FLUENCY

assistants given their digital native status, teachers should be the co-leaders in a

digitally centred environment to support meaningful and skill use of digital technologies

for knowledge creation (Ryan & Bagley, 2015).

• Digital learning can also be supported in a student centred environment by having

students inform and guide digital learning by providing a meaningful student centered

task where the Internet and hardware (mobile, desktop) need to be skillfully used

(Savin-Baden, 2015).

Recommendations are good, however the application in practical teaching environments bring

these recommendations into practice. Following are important practical applications for the K-

12 environment. Recommendations herein come from the guide to digital fluency created by

the Saskatchewan Ministry of Education (2013) which suggest educators:

• Create and share a comprehensive vision for digital fluency for all students

• Express and benchmark digital fluency competencies for students in Grades K-12

• Ensure curriculum outcomes are aligned with the goal of digital fluency

• Ensure teachers and students are supported to use technology in meaningful and

effective ways

• Use technology/ digital tools to allow for greater student access to learning

• Have ongoing evaluation of student achievement of digital fluency competencies

• Encourage and support digital fluency in educators through professional development.

(Saskatchewan Ministry of Education, 2013, p. 11)

The messaging must come from leadership (teachers, administrators) and government

(curricular guides), as modeling appropriate attitudes is imperative. Enabling the environments

with quick and reliable Internet access (Wi-Fi) is mandatory coupled with hardware and

software that is current.

Supplying hardware and providing professional development with technical support will always

be a challenge in education, yet an indispensable one. We must move quickly as the digital

divide between students and teachers is widening (Nasah, DaCosta, Kinsell, & Seok, 2010). A

There are several interrelated factors that dictate how instruction and learning unfolds in a digital classroom. These factors include: having strong implementation strategy, having a clear and consistent message for digital fluency, and ensuring appropriate technology infrastructure. For instance, it is well known that we must infuse digital tools into schools and classrooms and therefore the question of implementation strategy surfaces.

UNPACKING TDSB’S VISION FOR LEARNING: RESEARCH BRIEF ON DIGITAL FLUENCY 7

student born after 2000 (21st century) has grown up immersed in digital technology, technology

(PS1, 2, 3, 4 - Xbox, computers, phones, IPods, IPads, mobile devices such as computer wrist-

bands and watches) that they have often mastered without any instruction from parents,

teachers or adults in general. Therefore, learning is self-reliant and interactive (Nasah et al.,

2010; Howell, 2014).

Some educators (digital immigrants) are not up-to-speed and reluctant to embrace digital

devices let alone master digital skills. Some teachers may actually avoid digital instruction

content (TPACK) that could very well enhance student digital skills (Honan, 2008). Geiger, Goos,

& Dole (2015) admit that there must be a willingness on the part of educators to use unfamiliar

technologies in teaching. These digital immigrants may catch up via digital skill building in time

(Eshet-Alkalai & Chajut, 2009). Numerous educators are seeking out professional development

online and face-to-face and some actually have the time and perseverance to be digital leaders

however there remains a puzzling question concerning the learning process of digital

immigrants (most adults) and digital natives (most students). How do they learn to be digitally

literate and fluent?

Li and Ranieri (2010) found many students had limited to no access to computers of any sort or

the Internet at home and this impacted digital competence levels. Some factors such as usage,

competence, quality of instruction, technical support, availability, and teachers' beliefs dictate

the overall instructional and learning strategies in any school or classroom. Ideally, a well-

equipped classroom, with digitally literate teachers who have technical support and believe in

technology will teach very differently from those teachers who do not have these things. For

instance, Eshet-Alkalai and Amichai-Hamburger (2004) located five digital literacy skills: (a)

photo-visual, (b) reproduction, (c) branching, (d) information, and (e) socio-emotional aspects.

They also found that the younger generation is not always more digitally literate than adults.

This finding may be linked to the several reasons as previously noted.

Cost is another important factor. Teachers and students may not be able to afford the latest technology, and therefore they do not have the opportunity to learn how to use it.

8 UNPACKING TDSB’S VISION FOR LEARNING: RESEARCH BRIEF ON DIGITAL FLUENCY

Figure 4: Summary of Effective Teaching Strategies

Source: Inspired by (Saskatchewan Ministry of Education 2013)

How can we Measure Digital Fluency in K-12 Schooling?

Admittedly, digital fluency looks different for students and educators (Saskatchewan Ministry

of Education, 2013). For example, students are digitally fluent when they are able to use digital

tools in flexible, creative, and complex ways (Saskatchewan Ministry of Education, 2013);

whereas, educators are digitally fluent when they are able to skillfully use technology to

improve student learning, increase their own knowledge, and grow professionally

(Saskatchewan Ministry of Education, 2013). Measurement (of, for learning) can unfold in a

qualitative mode and within a performance based environment with authentic tasks that are

rooted in real-world performance (progressivism) for instance, consider the suggestions of JISC

(2014; 2015a; 2015b) in their quick guide to developing students' digital literacies.

Embrace TPACK

Help teachers build knowledge of technology

Nurture technology in the school/classroom

Ensure implementation strategy

Strong and consistent digital fluency message

Reliable and up-to-date technology infrastructure

UNPACKING TDSB’S VISION FOR LEARNING: RESEARCH BRIEF ON DIGITAL FLUENCY 9

Figure 5: Seven Elements of Digital Literacy

Source: (JISC, 2014, p. 1; JISC, 2015a, p.1)

From the elements of JISC (2014; 2015 ab) we can locate performance-based items that

exemplify fluency, and begin to observe, document, and audit skills in classrooms. It may be

best to have performance based pre-tests and post-tests that allow educators to use

pedagogical documentation to realize levels of fluency and growth as we now have in many

other disciplines.

Suggested Outcomes and Indicators

Following is a discussion of suggested outcomes and indicators related to digital fluency. The

outcomes and indicators are categorized in three categories: (1) teaching and learning, (2)

administrative use of technology, and (3) infrastructure requirements and needs (Saskatchewan

Ministry of Education, 2013) (see Figure 6).

10 UNPACKING TDSB’S VISION FOR LEARNING: RESEARCH BRIEF ON DIGITAL FLUENCY

Teaching and Learning

• Promote and develop digital fluency among students and educators

o Curriculum outcomes need to focus on digital fluency

o Classroom practices, teaching pedagogy, and educators need to leverage

technology

• Students and educators use digital technology skillfully and meaningfully in a variety of

capacities, such as to create, design, communicate, share, and synthesize.

o Engage in authentic activities that allow for meaningful and varied uses of

technology

• Students and educators participate in the digital society in safe ways

o Use technology for personal, social, advocacy, or societal ways safely

• Equitable access to high levels of learning

o Ensure assistive technology are available

o Allow for different ways to access learning such as distance or online learning

• Sufficient availability of up-to-date digital resources for educators and students

o Availability of high quality resources that meet educational goals and curriculum

outcomes (Saskatchewan Ministry of Education, 2013)

Administrative Use of Technology

• Administrative staff need to use technology for improved efficiency and effectiveness

o Use technology for information management, communication, resources,

reporting, and collaboration

• Administrative staff support equitable and effective use of technology

o Procedures and frameworks are in place to ensure equitable and effective use of

technology

• Administrative staff strongly encourage technology use in teaching and learning

o New technology is continuously evaluated

o Technology are provided for teaching and learning (Saskatchewan Ministry of

Education, 2013)

Infrastructure Requirements and Needs

• A secure, reliable, up to date, and accessible technology infrastructure must be in

place (Saskatchewan Ministry of Education, 2013)

UNPACKING TDSB’S VISION FOR LEARNING: RESEARCH BRIEF ON DIGITAL FLUENCY 11

Teaching and Learning

• Promote and develop digital fluency

• Use digital technology skillfully and meaningfully

• Equitable access to high quality learning

• Access to up-to-date technology

Adminsitrative Use of Technology

• Use technology for increased efficiency and effectiveness

• Support equitable and effective use of technology

• Encourage and support technology use in teaching and learning

Infastructure Requirements

• A secure, reliable, up-to-date, and accessible technology infrastructure must be in place

Figure 6: Suggested Outcomes and Indicators

Source: (Saskatchewan Ministry of Education, 2013)

Suggested Assessment and Evaluation Practices

There are a variety of recommended evaluation and assessment practices for digital fluency.

They have been categorized in three areas: (1) system-level assessment, (2) assessment for

schools, and (3) assessment for teachers.

System-level Assessment

• Provide reliable, up-to-date and accessible technology infrastructure (Saskatchewan

Ministry of Education, 2013)

• Vision for digital fluency (Saskatchewan Ministry of Education, 2013)

• Establish curriculum outcomes on digital fluency (Saskatchewan Ministry of Education,

2013; White, 2013)

• Establish funding for infrastructure and digital technology (Saskatchewan Ministry of

Education, 2013)

• Provide professional learning on digital technologies (Saskatchewan Ministry of

Education, 2013)

Assessment for Schools

• Implement system’s vision for digital fluency (Saskatchewan Ministry of Education,

2013)

• Ensure appropriate and equitable use of technology (Saskatchewan Ministry of

Education, 2013)

12 UNPACKING TDSB’S VISION FOR LEARNING: RESEARCH BRIEF ON DIGITAL FLUENCY

• Use technology tools effectively to support teaching, learning, and administrative tasks

(Saskatchewan Ministry of Education, 2013)

• Provide professional learning on digital technologies (Saskatchewan Ministry of

Education, 2013)

Assessment for Teachers

• Embody digital fluency vision (ISTE, 2015c; Saskatchewan Ministry of Education, 2013)

• Follow curriculum outcomes on digital fluency (White, 2013)

• Attend professional development on digital technology (ISTE, 2015c; Saskatchewan

Ministry of Education, 2013)

• Use technology meaningfully and regularly in classroom practices (ISTE, 2015c)

• Provide students with multiple opportunities to use technology in a variety of authentic

ways (ISTE, 2015c; Saskatchewan Ministry of Education, 2013)

Figure 7: Assessment and Evaluation Practices

Source: (Saskatchewan Ministry of Education 2013)

System-level

Ensure technology infrastructure

Vision for digital fluency

Establish curriculum outcomes

Schools

Appriopriate and equitable use of

technology

Implement vision for digital fluency

Provide professional learning

Teachers

Use technology meaningfully and

regularly as a teaching and learning tool

Embody vision of digtal fluency

Follow curriculum outcomes

UNPACKING TDSB’S VISION FOR LEARNING: RESEARCH BRIEF ON DIGITAL FLUENCY 13

NEXT STEPS

Digital action is a daily behaviour in 2016 life and one that we can observe in our community.

This digital action is transformative and illusive since the rapid change of pace caused by

technologic innovation creates issues for our community. Education needs to support, monitor,

and observe technology in a manner that continues to enable users. Martin (2015) in a tone of

exasperation asks: “How we can expect students to grow when we have not grown ourselves

as instructors? We cannot teach with 19th century skills and expect our students to be

prepared in the 21st century” (p. 24). Cost, time, hardware issues, and the professional

development of stakeholders are essential (Tingen, Philbeck, & Holcomb, 2011; Parr & Ward,

2011). Perhaps, we need not lead, and instead only participate in this area, to enable all to

move forward in a style that causes leaders to emerge in a new manner.

14 UNPACKING TDSB’S VISION FOR LEARNING: RESEARCH BRIEF ON DIGITAL FLUENCY

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16 UNPACKING TDSB’S VISION FOR LEARNING: RESEARCH BRIEF ON DIGITAL FLUENCY

UNPACKING TDSB’S VISION FOR LEARNING: RESEARCH BRIEF ON DIGITAL FLUENCY 17

JISC DIGITAL CAPABILITIES: SIX ELEMENTS DEFINED

ICT Proficiency The capacity to use ICT-based devices, applications, software, and services via

their interfaces (mouse, keyboard, touch screen, voice control, and other modes

of input; screens, microphones, haptic feedback, and other modes of output); to

use basic productivity software, web browser, and writing/presentation software;

to use digital capture devices such as a camera. At higher levels, the capacity: to

choose, adapt, and personalize ICT applications and systems; to critically assess

the benefits/constraints of ICT applications and approaches; to design and

implement ICT solutions; to recover from failures; to stay up to date with ICT as it

evolves; to adopt computational modes of thinking (coding, algorithms, etc.).

Information, Media,

and Data Literacy

(critical use)

Information

Literacy The capacity to find, evaluate, manage, curate, organize, and share digital

information, including open content. At higher levels a critical awareness of

provenance and credibility. Capacity to interpret information for academic and

professional/vocational purposes. Ability to act within the rules of copyright and

to use appropriate referencing. Ability to record and preserve information for

future access and use.

Media Literacy The capacity to critically read communications in a range of digital media – text,

graphical, video, animation, audio, haptic, etc. (also 'multimodal literacy'). At

higher levels, the capacity to appreciate audience, purpose, accessibility, impact,

modality, and to understand digital media production as a practice and an

industry. To act within digital copyright law.

Data Literacy The capacity to collate, manage, access, and use digital data in spreadsheets and

other media; to record and use personal data; to ensure data security and to use

legal, ethical, and security guidelines in data collection and use. At higher levels

the ability to interpret data by running queries, data analyses, and reports.

Digital Creation,

Scholarship, and

Innovation (creative

product)

Digital Creation The capacity to design and/or create new digital artefacts and materials; digital

writing; digital imaging; digital editing of images, video, and audio. At higher

levels the ability to code and to design apps/applications, games, virtual

environments, and interfaces.

Digital Research

and Scholarship Digital research and scholarship. The capacity to collect and analyze research data

using digital methods. At higher levels to discover, develop, and share new ideas

using digital tools; to undertake open scholarship; to design new research

questions and programmes around digital issues/methods; to develop new digital

tools/processes; to evaluate impacts of digital interventions.

Digital

Innovation The capacity to develop new practices with digital technology in organizational

settings and in specialist subject areas (professional, vocational, and disciplinary);

digital entrepreneurship. At higher levels the ability to lead organizations,

departments, teams, and practice/subject areas in new directions in response to

digital challenges and opportunities.

APPENDIX A

18 UNPACKING TDSB’S VISION FOR LEARNING: RESEARCH BRIEF ON DIGITAL FLUENCY

Digital

Communication,

Collaboration, and

Participation

(participating)

Digital

Communication The capacity to communicate effectively in a variety of digital media and digital

forums; to communicate in accordance with different cultural, social, and

communicational norms; to design communications for different purposes and

audiences; to respect others in public communications; to maintain privacy in

private communications.

Digital

Collaboration The capacity to participate in digital teams and working groups; to collaborate

effectively using shared digital tools and media; to work towards shared

objectives; to produce shared materials; to use shared calendars and task lists

and other project management applications; to work effectively across cultural,

social, and linguistic boundaries.

Digital

Participation The capacity to participate in, facilitate, and build digital networks; to participate

in social and cultural life using digital services and forums; to create positive

connections and build contacts; to share and amplify messages across networks;

to behave safely and ethically in networking situations.

Digital Learning and

Personal/Professional Development

(learning)

The capacity to identify and participate in digital learning opportunities; to use

digital learning resources; to participate in learning/teaching relationships via

digital media; to use digital tools (personal or organizational) for learning; to use

digital tools to organize, plan, and reflect on learning; to record learning

events/data and use them for self-analysis, reflection, and showcasing of

achievement; to undertake self-assessment and participate in other forms of

digital assessment; to manage attention and motivation to learn in digital

settings.

Digital Identity and

Well-being (self-

actualizing)

Digital Identity

Management The capacity to develop and project a positive digital identity or identities and to

manage digital reputation (personal or organizational) across a range of

platforms; to build and maintain digital profiles; to develop a personal style and

values for digital participation; to collate and curate personal materials across

digital networks.

Digital Well-

being The capacity to look after personal health, safety, relationships, and work-life

balance in digital settings; to use personal digital data for positive well-being

benefits; to use digital media to foster community actions and well-being; to act

safely and responsibly in digital environments; to manage digital stress, workload,

and distractions; to act with concern for the human and natural environment

when using digital tools; to balance digital with real-world interactions

appropriately.

Source: (JISC, 2015b, p.1; JISC, 2015a)

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