Digital Literacy & Capacity in the Strategy

In today's world, digital literacy and capacity are required. Technology provides

 huge opportunities in practically every aspect of life in an increasingly digital

 society. This level of literacy is required to fully capitalize on these opportunities.

 The interaction and understanding of digital tools and pedagogy start at school.

In his introduction to the MLA Digital Pedagogy Unconference(2013, Brain Croxall

offers a very enlightening discussion about digital pedagogy.  He defines it very

broadly, stating that it: "is the use of electronic elements to enhance or to change

the experience of education." 

The professional learning goals outlines are intended to aid in the implementation

of the goals and success measures outlined in the plan. We prioritize learning and

recognizes the importance of setting specific goals based on the needs of our

teachers and students and connect with our strategic plan in order to ensure that

technology is used to transform learning in the classroom.

Feedback on professional learning needs is an ongoing process that has been

obtained through the use of google forms from all stakeholders identified in this

plan. Surveys and informal interactions with staff were conducted to gather

information about teacher technology abilities and desired professional learning

methods. 

Teachers want to know how to use new technologies efficiently and effectively in

 order to achieve good learning outcomes. This is where digital pedagogy may come

 in handy. It allows teachers to become acquainted with new digital technologies 

and utilize them effectively in their classrooms.

Because the staff at Belmont Primary School has a high level of digital literacy and

 capacity, I am confident that the implemented Strategy will go well. Employees,

 students, and stakeholders are all eager to learn and apply the technology.

The digital tools used will improve topic delivery and evaluation by emphasizing the

 constructivism theory, which encourages students to be active rather than passive

 learners while using technology.

According to this view, children learn via experiences and reflection. Constructivist

 pedagogy, sometimes known as "invisible pedagogy," centers learning on the child.

A constructivist approach would center on project work, play, exploration, and

 inquiry-based learning.

The digital learning tools chosen will include a wide variety of applications, websites

 and learning platforms that will facilitate learning by connecting students,

 teachers, administration, and even parents.

Professional development sessions will be conducted every term giving feedback on

 the digital tools and they will be a continuous professional learning community

 where teachers, parents, and students can share:

- reflective dialogue

- student learning

- collaboration

- shared values

The aim of the professional learning community (PLC)is to foster a more collaborative

 spirit and greater trust among colleagues, parents and students, and an openness

 to share new ideas and resources all in the name of better learning.

We will use the Discourse application to create our PLC.

Reference https://guides.library.utoronto.ca/digitalpedagogy