While digitally literate learners have acquired the skills to make and create meaning using the technologies to do so, digitally fluent learners have competencies and capabilities that go beyond the skill level. They can select tools, know what to do with them, and can explain why they work in the way they do and how they might adapt what they do to a different context.
The outcome of being digitally fluent relates to issues of responsibility, equity and access. We all have the right to fully participate in a digitally-enabled education system and in an increasingly digitised society. If we work with fluency in the way we use technologies, we are able to keep ourselves safe online and take full advantage of life chance opportunities such as being able to apply for work, manage our finances, or be part of our local community.
If you would like a CORE facilitator to collaborate with you on this priority please contact one of our regional PLD managers.
On behalf of the Ministry of Education, CORE delivered the webinar above as part of a series to the sector in August - September 2021. This kaupapa was designed to build a stronger understanding of the PLD priorities and their importance in improving outcomes for learners through building teachers’ important curriculum capabilities through the work delivered by the PLD provider network.
As the webinar was delivered online, you’ll see and hear the presentation including the questions and kōrero of participants.
Unpack digital fluency as it relates to whole-school curriculum development, wellbeing, and equitable outcomes for all ākonga. CORE’s ‘Use, Design, Transform’ approach covers more than just digital ‘tools’. Find out why and how to implement a wellbeing enhancing, digital fluency strategy in your setting.