PROFESSIONAL DEVELOPMENT

FRAMEWORK FOR DIGITAL LEARNING

Professional Development Framework for
Digital Learning

Building educator competencies in facilitating

learning with digital tools and resources.

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Contents
Glossary................................................................................................................................................... 5
Acronyms................................................................................................................................................. 8
Introduction............................................................................................................................................. 9
Purpose of the Framework.................................................................................................................. 9
Global and South African policy context.............................................................................................. 9
Socio-economic context..................................................................................................................... 10
Digital learning................................................................................................................................... 11
Premises................................................................................................................................................ 12
The Framework for digital learning competencies and digital literacy skills........................................... 12
The Context and Scope for Digital Literacy Skills............................................................................... 12
Educator digital learning competencies................................................................................................. 14
Knowledge framework for curriculum integration of digital tools and resources.................................20
Teaching Change Frame for Digital Learning......................................................................................... 21
Factors influencing competence in digital learning........................................................................... 22
Pedagogical factors........................................................................................................................ 22
Awareness and use of digital tools and resources......................................................................... 23
Teaching Change Frame..................................................................................................................... 24
Measuring progress on the change frame......................................................................................... 25
Diagnostic self-assessment tools and progress...................................................................................... 28
Recognition of professional development activities............................................................................... 28
Recommendations for designing professional development activities.................................................. 29
Implementing the Framework............................................................................................................... 30
A. Activities to be led by the Department of Basic Education........................................................... 30
B. Activities to be led by the Provincial Education Departments (PEDs)........................................... 31
C. Activities to be led by the Department of Higher Education and Training....................................31
D. Activities to be led by DBE partners.............................................................................................. 31
Education Faculties and Teacher Training Institutions................................................................... 31
The South African Council for Educators (SACE)............................................................................ 31
Teacher Unions.............................................................................................................................. 32
Schools.......................................................................................................................................... 32
Other providers of teacher professional development activities.................................................. 32
Action Plan for the Achievement of the Framework Outcomes............................................................ 33
References............................................................................................................................................. 37
Appendix A – Minimum requirements supported by digital tools and resources.................................39
Appendix B - Lesson analysis checklist.................................................................................................. 40
Appendix C – Examples of teaching and learning activities based on the change frame......................42
Appendix D – Examples of competence in digital Learning................................................................... 46
A. Professional Growth.................................................................................................................. 46
B. Curriculum Focus....................................................................................................................... 51
C. Leadership................................................................................................................................. 54
Appendix E – Diagnostic Self-assessment Tool for Teachers.................................................................. 56
Appendix F - Digital Learning Progress Rubric - Schools........................................................................ 61

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Glossary
Acceptable Use Acceptable use policies define the required behaviour of users of the digital resources at a school. These
policies policies are often written passively (sometimes as a list of rules) and there is little or no information
offered that might aid users in determining responsible behaviours in a given scenario. See Responsible
Use Policies
CAPS Curriculum and Assessment Policy Statement in South Africa.
Collaboration Collaboration takes place when teachers facilitate learning in which learners:
• demonstrate the ability to work effectively and respectfully with diverse teams;
• exercise flexibility and a willingness to be helpful in making the necessary compromises to accomplish
a common goal;
• assume shared responsibility for collaborative work;
• and value the individual contributions made by each team member (adapted from p21.org)
Collective roles The Policy on the Minimum Requirements for Teacher Education Qualifications (2011) identifies 7
of the educator collective roles of teachers in a school:
1. Specialist in a phase, subject discipline or practice
2. Learning mediator
3. Interpreter and designer of learning programmes and materials
4. Leader, administrator and manager
5. Scholar, researcher and lifelong learner
6. Assessor
7. Community, citizenship and pastoral role
Communication Teachers facilitate learning in which learners communicate when they:
• articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a
variety of forms and contexts;
• listen effectively to decipher meaning, including knowledge, values, attitudes and intentions;
• use communication skills and tools for a range of purposes (e.g. to inform, instruct, motivate and
persuade);
• know how to judge the effectiveness of digital communication tools and assess their impact;
• communicate effectively in diverse environments (adapted from p21.org)
Competencies Thirteen competencies are defined in this Professional Development Framework for Digital Learning.
for digital These represent skills to which teachers using digital tools and content resources can aspire. This
learning Framework offers a number of indicators for each competency as a guideline for teachers.
Creativity Teachers facilitate learning in which learners are creative when they:
• think creatively, using a wide range of idea creation techniques like brainstorming, creating new and
worthwhile ideas, and elaborating, evaluating and refining their ideas;
• work creatively with others by developing and communicating new ideas with others, are open to
diverse perspectives, incorporate feedback, view failure as an opportunity to learn, and understanding
creativity as a cyclical process;
• implement innovations by acting on creative ideas to make a tangible and useful contribution (adapted
from p21.org)
Critical thinking Teachers facilitate learning in which learners think critically when they:
• use various types of reasoning – e.g. inductive, deductive, etc. that are appropriate to the situation;
• use systems thinking by analysing how parts of a whole interact with each other to produce overall
outcomes;
• make judgements and decisions by:
o effectively analysing and evaluating evidence, arguments, claims and beliefs;
o synthesizing and making connections between information and arguments;
o reflecting critically on learning experiences;
• solve different kinds of non-familiar problems in both conventional and innovative ways, by asking
significant questions that clarify various points of view and lead to better solutions (adapted from
p21.org)

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Deep learning Deep learning includes the characteristic behaviours of critical thinking, communication, collaboration
and creativity that are implied in many of the cross-curricular aims in the CAPS. These are:
• identify and solve problems and make decisions using critical and creative thinking;
• work effectively as individuals and with others as members of a team;
• organise and manage themselves and their activities responsibly and effectively;
• collect, analyse, organise and critically evaluate information;
• communicate effectively using visual, symbolic and/or language skills in various modes;
• use science and technology effectively and critically showing responsibility towards the environment
and the health of others; and
• demonstrate an understanding of the world as a set of related systems by recognising that problem
solving contexts do not exist in isolation.
Digital The act of behaving safely, legally and ethically when using digital information resources and social media
citizenship platforms.
Digital content Static or interactive learning and teaching resources stored in a digital format on the Internet or on digital
devices, and used for teaching and learning and viewed/listened to on these devices.
Digital literacies A collective term referring to the various types of literacy associated with learning in a digital society.
These include digital or ICT literacy, information literacy, media literacy and digital citizenship.
Digital literacy This is a more up-to-date term for “IT Literacy” or “ICT Literacy”. It refers to the ability to appreciate the
potential of digital tools and resources to support living in a digital society. Digital literacy is seen as a “life
skill”, as is literacy and numeracy and it is identified as one of the basic teacher competences in the Policy
on Minimum Requirements for Teacher Education Qualifications (2015).
Digital Learning Any learning or teaching activity that effectively uses digital tools and resources to strengthen a learner’s
learning experience; it focuses on the following characteristics of learning:
• opportunities for personalized learning;
• opportunities for learning in and beyond the classroom;
• student-centred learning;
• digital content;
• assessments that are integrated into learning activities;
• project-based learning activities.
Digital tools and Includes any devices and accompanying resources that may be used to support teaching and learning.
resources This includes computers, laptops, tablets, cell phones, document cameras, interactive-whiteboards,
digital cameras, gaming consoles, response systems and digital microscopes. “Resources” refers to all
digital content and information sources.
ICT Information and communication technologies including mainly computers, laptops, tablets and cell
phones but, at times, including a wider spectrum of devices for gathering, storing and communicating
information. Note that learning with technology involves more than information and communication,
and the term “digital tools and resources” is therefore preferred in the Framework.
ICT Literacy At times this is referred to as “IT Literacy” or “Computer Literacy”, both of which are becoming outdated
terms. ICT literacy includes a wider range of technology devices and refers to the ability of individuals to
appropriately use digital technology in any context. “Technology literacy” has the same meaning. “Digital
literacy” is the preferred term in this framework.
Information The ability to locate, evaluate, manipulate, manage and communicate information from different sources
Literacy through the use of technology devices.
Pedagogy The way in which learners are led to learning. The term “teaching/learning approach” has a similar
meaning. The approach the teacher adopts and the digital resources the teacher uses, will be the result
of an analysis of the teacher’s context and the learners’ context.
Pedagogical The learning activity that is added by the teacher to static digital content so that the activity guides the
content learner to make meaning of (better understand) the digital content.

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Professional High quality professional learning, in its most ideal form, is personalized, job-embedded, ongoing and
development interactive;
Learning Forward (learningforward.org) has outlined 7 standards for professional learning that increases
educator effectiveness and learner attainment:
• occurs within learning communities committed to continuous improvement, collective responsibility,
and goal alignment;
• requires skilful leaders who develop capacity, advocate, and create support systems for professional
learning;
• requires prioritizing, monitoring, and coordinating resources for teacher learning;
• uses a variety of sources and types of learning and teaching data to plan, assess, and evaluate
professional learning;
• integrates theories, research, and models of human learning to achieve its intended outcomes;
• sustains support for the implementation of professional learning for long-term change; and
• aligns its outcomes with learning and teaching that is focused on curriculum goals and improved
learner attainment.
Project-based A teaching method in which learners gain knowledge and skills by working for an extended period of time
learning (PBL) to investigate and respond to a complex question, problem, or challenge; The Buck Institute (bie.org)
outlines the following 7 Essential Project Design Elements for PBL:
• challenging problem or question
• sustained inquiry
• authenticity
• learner voice and choice
• reflection
• critique and revision
• public product
Responsible Use The primary difference from acceptable use policies is that a responsible use policy acts as a point of
policies reference for technology use, encouraging users to think beyond the bare minimum behaviours (rules)
stated in the policies and to contemplate what true, responsible use of a given technology might entail.
SAMR An observational taxonomy, developed by Dr Ruben Puentedura, for classifying the role of technology
use with a learning activity from “substitution” (technology acting as a substitute for traditional tools)
to “augmentation” to “modification” to “redefinition” (technology allowing learning and teaching
activities that would not otherwise be possible). For more details consult the supporting resource: FS2-
Understanding the SAMR model
Shared vision Educational leaders bring together stakeholders - teachers, learners, parents, community members, etc.
– to form a collective, clear picture of what the school aspires to be in the future; the leaders also set in
motion a process to assess progress toward achieving that vision; the vision will be shared and valued
when a process of assessment is in place to provide feedback about the degree to which the vision is
being achieved.
TPACK A framework for understanding the kinds of technological, pedagogical, and content knowledge applied
by educators in a digital learning environment. The framework was created by Punya Mishra and Matthew
J. Koehler at Michigan State University, and was based on the Pedagogical Content Knowledge Framework
created by Lee Shulman. For more details consult the supporting resource: FS1-Understanding the TPACK
model
Transformative Teaching and learning approaches that engage learners in activities :
pedagogies • are learner centred
• challenge higher order thinking skills
• intend knowledge building
• encourage learner-independence and self-regulation
• encourage multiple modes of interaction between learners, teachers and content
• integrate assessment as a learning strategy
(Note: this list is not fully definitive)

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Acronyms
CAPS Curriculum and Assessment Policy Statement
CPD Continuing Professional Development
CPTD Continuing Professional Teacher Development
DBE Department of Basic Education
DHET Department of Higher Education and Training
DTDC District Teacher Development Centre
ICT Information and Communication Technology
ISPFTED Integrated Strategic Planning Framework for Teacher Education and Development
IT Information Technology
LTSM Learner Teacher Support Materials
NCS National Curriculum Statement
NICPD National Institute for Curriculum and Professional Development
NSLA National Strategy for Learner Attainment
PBL Project-based learning
PDP Professional Development Portfolio
PED Provincial Education Departments
PLC Professional Learning Community
PTDI Provincial Teacher Development Institute
SACE South African Council for Educators
SAMR Substitution, Augmentation, Modification, and Redefinition
SMT Senior Management Team
TPACK Technological Pedagogical Content Knowledge
UN United Nations
UNICEF United Nations International Children’s Emergency Fund (known as United Nations Children’s
Fund)

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Introduction
Background
Goal 16 of the DBE Action Plan to 2019 commits the Department of Basic Education and its partners, to improve the
professionalism, teaching skills, subject knowledge and computer literacy of teachers throughout their careers.

Consistent with the DBE Action Plan to 2019, the Integrated Strategic Planning Framework for Teacher Education and
Development (ISPFTED) commits us to investing in digital technologies to support the delivery of the strategy. Here the ISPFTED
makes specific reference to:
• the need for specific teacher knowledge and practice standards for each subject area or area of teacher expertise;
• the establishment of Professional Learning Communities (PLCs) to strengthen teacher professionalism;

The White Paper on e-Education (2004) outlined the elements of transformed learning and teaching through information and
communication technologies (ICT).1 It was supported by the publication of Guidelines for Teacher Training and Professional
Development in ICT (2007), which provided guidelines for teacher professional development in ICT and educator competencies
within a developmental framework.2

The Professional Development Framework for Digital Learning (hereafter referred to as “the Framework”) provides a fresh
approach to the professional development of teachers and all stakeholders using digital tools and content resources to support
improved learning outcomes and higher learner attainment in the curriculum.

Purpose of the Framework

The purpose of this Framework is to provide guidelines for professional development, specifically in order to ensure competent
educators who “use ICTs to enhance teaching and learning” and leaders and support staff who are able to facilitate the
development of educator digital learning competencies. The primary target audience of this Framework is therefore teacher
trainers, school leaders and teachers, e-learning specialists and curriculum subject specialists. However, role players at all levels
will be implicated in the implementation of this Framework.

The main aim of the Framework is to:

Define professional development for digital learning in an education system

that seeks to improve access, quality, equity, redress and efficiency.

Achieving this aim will give rise to the following outcomes in the system:
1. Education leaders (nationally, provincially and at district and institutional level) that have a clear plan for professional
development in terms of digital learning;
2. Teachers in schools have a clear plan for their individual needs for professional development in terms of digital learning;
3. Learners achieve curriculum goals with the support of appropriate teaching and learning approaches, and the use of
digital tools and content resources;
4. A wide variety of endorsed professional development activities aligned to the educator competencies and key
considerations of the framework are available; and
5. Teachers entering the profession have a working knowledge of digital learning competencies.
The Framework’s purpose and aims are embedded in the current global and South African policy context and makes use of
working definitions that take account of the emergent and changing nature of digital technologies and their influence on the
practice of learning and teaching.

Global and South African policy context

The United Nations adopted the Sustainable Development Goals (SDGs) in September 2015 which provides a map for sustainable
improvement in living conditions, especially of people in poorer countries. Goal Four of the SDGs commits the international
community to “Ensure inclusive and quality education for all and promote lifelong learning”.3 This is consistent with the
education goals set in the National Development Plan (see Chapter 9).

1 Department of Education, RSA, E-Education White Paper, 2003

2 Department of Education, RSA, Guidelines for Teacher Training and Professional Development in ICT (2007)
3 Global Sustainable Development Goals, UN, 2015

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The Department of Basic Education’s (DBE) Action Plan to 2019: Towards the Realisation of Schooling has several goals related
to improving performance in key subjects. Professional development in terms of digital learning can play a big role in achieving
these through Goal 16: “Improve the professionalism, teaching skills, subject knowledge and computer literacy of teachers
throughout their entire careers”.4 Two priorities noted are:
• “To create a stronger enabling framework for teacher-initiated professional development activities, in particular,
professional learning communities”5;
• “Externally provided in-service training must become better and more readily available”.6

The Integrated Strategic Planning Framework for Teacher Education and Development in South Africa 2011-2025 (ISPFTED)
has as its primary outcome: “To improve the quality of teacher education and development in order to improve the quality of
teachers and teaching”.7 The thirteen educator digital learning competencies presented in this Framework are a formulation of
the knowledge and practice standards for the digital learning area of expertise in teaching and teacher education.

The ISPFTED identifies lead implementation agencies at national and provincial education department levels, including the
Provincial Teacher Development Institute (PTDI) and District Teacher Development Centre (DTDC).

The National Strategy for Learner Attainment (2015) (NSLA) makes reference to seven objectives, two of which are especially
relevant to this Framework, i.e.:
• Objective 1: Sustained improvement of learner performance;
• Objective 5: Improved support for teaching and learning.

The NSLA (2015) supports the South African Council for Educators (SACE) Continuing Professional Teacher Development (CPTD)
system of earning professional development points through endorsed professional development activities.8

With reference to “ICT Support to Curriculum”, the goals that could be achieved through the Framework include:
• Goal 16: Improve the professionalism, teaching skills, subject knowledge and computer literacy of teachers.
• Goal 20: Increase access amongst learners to a wide range of media, including computers, which enrich their education.

The national Curriculum and Assessment Policy Statements (CAPS) all include a preamble that, in alignment with the e-Education
White Paper, identify several principles and aims in which digital tools and resources either play a direct role or have the
potential to play a significant supporting role.

Through learning with digital tools and content resources to support the curriculum aims, learners will become more
independent and confident users of these tools and resources, thus relieving some of the pressure on teachers to be the sole
influence in the classroom in improving learning objectives and learner attainment.

Socio-economic context
It is necessary for teacher professional development to specifically address how digital tools and resources can support teaching
and enhance learning in different subjects in a wide range of socio-economic contexts that teachers encounter in South Africa.
While some research concludes that socio-economic factors can be debilitating for teaching, research such as that undertaken
in terms of the Pan African Agenda9 and by Ndlovu10 concludes that if one addresses the teachers’ ability to teach using digital
tools and resources, a scarcity of such digital tools and resources does not have to be a significantly incapacitating factor. This
Framework will show that adopting a range of pedagogical approaches will improve the potential of limited digital tools and
resources to support and enhance learning.

The aims of teacher professional development for digital learning is for teachers to grow from a pedagogical foundation while
integrating digital tools and resources in teaching and learning and to see the value in the use of digital tools and resources.
Value is perceived if teachers are able to gain a clear understanding of how digital tools and resources will be used to meet
specific outcomes in subjects of the curriculum to improve learners’ attainment. (Moseley et al., 1999) This perception of
value is influenced by, amongst other things, the socio-economic context and the availability of resources. It is even possible
4 Action Plan to 2019: Towards the Realisation of Schooling, 2030, p37
5 Ibid, p35
6 Ibid, p36
7 ISPFTED 2011-2025, p1
8 2015 NSLA, p75
9 Thierry, K. et al, The PanAfrican Research Agenda on the Pedagogical Integration of ICTs. OECD World Forum (2009)
10 Ndlovu, N.S. (2015)

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that fewer resources may be better valued than many resources, because the amount of technology is not the key factor in
determining its successful implementation, provided that teachers are aware of the opportunities offered by digital tools and
resources in their specific context.

Digital learning

Digital learning (which encompasses e-learning and mobile learning) describes learning that uses appropriate digital tools and
resources to strengthen a teacher’s teaching and a learner’s learning experience resulting in more effective achievement of
curriculum learning objectives. This Framework views digital learning as a more modern expression of “ICT integration”, which
is itself a broader concept than “IT skills”.

The White Paper on e-Education (2004) refers to e-learning taking place in “an environment where teaching is transformed and
where learning is an ongoing, creative process. This requires a changing teaching and learning methodology, where teachers
and learners will have access to:
• high quality, relevant and diverse resources, beyond what school libraries are currently providing,
• a means of communicating and collaborating with other learners and teachers, and
• opportunities for creating and presenting new knowledge”.11

This requires a transition in learning that fully harnesses the power of digital tools and resources to impact all aspects of
learning, including how teachers mediate learning, how learners use digital tools and content resources, and how that learning
is assessed.

The aims of the National Curriculum Statements Grades R-12 are “to produce learners who are able to:
• identify and solve problems and make decisions using critical and creative thinking;
• work effectively as individuals and with others as members of a team;
• organise and manage themselves and their activities responsibly and effectively;
• collect, analyse, organise and critically evaluate information;
• communicate effectively using visual, symbolic and/or language skills in various modes;
• use science and technology effectively and critically while showing responsibility towards the environment and the
health of others; and
• demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do
not exist in isolation”.12

These aims align with the pedagogical factors of the change frame presented in this Framework and represent learning activities
that could embrace a wide variety of opportunities to use digital tools and resources.

11 Ibid, p13
12 Curriculum Assessment and Policy Statements (CAPS)

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Premises
The Framework is based upon the following premises regarding transformation of practice towards digital learning:
1. Mere access to or skills in the use of digital tools and resources does not translate into effective teaching and learning
(OECD, 2015).
2. As access to a greater range and quality of digital tools and resources increases, so do the range of opportunities that
they offer to a learning experience.
3. More transformative pedagogies (more learner-centred, with knowledge-building and higher order thinking skills)
magnify the range of opportunities offered by digital tools and resources to support and have an impact on learning
(Ng’ambi, 2013).
4. The effectiveness of digital tools and resources in supporting pedagogies depends on teachers and learners being aware
of the opportunities that these tools and resources offer (Bower, 2008).
5. An effective blend of pedagogies and interactions that are supported by digital tools and resources may lead to deep
learning (Koehler et al., 2011; Anderson, 2003).
6. Change in digital learning competence can be achieved by context-rich exposure to pedagogy and/or potential use of
resources in order to understand their value and impact when applied to learning (Ng’ambi, 2013).
7. How digital tools and resources are used in the learning environment will depend on the teachers’ analysis of the
accessible resources, the learners and their various contexts.
8. Teachers’ individual evaluation of their digital learning competencies informs their professional development needs and
learning pathways.
9. Developing digital learning competencies is the responsibility of role players at all levels of the system.

The Framework for digital learning competencies and digital literacy

skills
Figure 1 illustrates the alignment between digital literacy skills and the digital learning competencies that are mandated in
Activity 4.1 of The Integrated Strategic Planning Framework for Teacher Education and Development in South Africa 2011-
2025 (ISPFTED). Digital learning competencies represent the full scope of activity for learning supported by digital tools and
resources, including:
• Professional growth activities;
• Activities with a curriculum focus (curriculum integration of digital tools and resources);
• Leadership in planning and the implementing digital learning.

The Context and Scope for Digital Literacy Skills

The Revised Policy on the Minimum Requirements for Teacher Education Qualifications, 2015 identifies a minimum set of
competencies required of newly-qualified teachers.

The ten competencies required of a beginner teacher do not assume access to or support of digital tools and resources,
but one competence (No.5) requires “highly developed literacy, numeracy and information technology (IT) skills”. These
competencies are:

Table 1: Basic competencies of a beginner teacher

1. Have sound subject knowledge.

2. Know how to teach their subject(s) and how to select, and determine the sequence and pace of the content in
accordance with both subject and learner needs.
3. Know who their learners are and how they learn - they must understand the learners’ individual needs and tailor their
teaching accordingly.

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 4. Know how to communicate effectively in general, as well as in relation to their subject(s), in order to mediate learning.
5. Have highly developed literacy, numeracy and Information Technology (IT) skills.
6. Be knowledgeable about the school curriculum and be able to unpack its specialised content, as well as being able to
use available resources appropriately, so as to plan and design suitable learning programmes.
7. Understand diversity in the South African context in order to teach in a manner that includes all learners. They must
also be able to identify learning or social problems and work in partnership with professional service providers to
address these.
8. Be able to manage learning effectively across diverse contexts in order to ensure a conducive learning environment.
9. Be able to assess learners in reliable and varied ways, as well as being able to use the results of assessment to improve
teaching and learning.
10. Be able to reflect critically on their own practice, in theoretically informed ways and in conjunction with their
professional community of colleagues in order to constantly improve and adapt to evolving circumstances.

Figure 1: The contexts and scope of digital literacy (IT/ICT) skills

In the context of this Framework, and in the contexts of teaching and learning, “highly developed IT skills” cannot be interpreted
as isolated technology-related skills, but must be seen in the various contexts in which these skills are implemented. Two such
contexts are:

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1. The basic competencies of a beginner teacher
2. The seven collective roles of the educator

Appendix A of this Framework briefly outlines how digital tools and resources can be used to support these competencies.

Teacher education lecturers at teacher training institutions are encouraged to model these digital literacy (IT) skills in learning
activities, in addition to requiring their students to develop these skills when planning learning activities (where access to
resources makes this possible). Similarly, school management teams are encouraged to model the use of digital tools and
resources and to encourage teachers to do the same.

The seven collective roles of teachers in a school are:

Table 2: Seven collective roles of teachers in a school

1. Specialist in a phase, subject discipline or practice

2. Learning mediator
3. Interpreter and designer of learning programmes and materials
4. Leader, administrator and manager
5. Scholar, researcher and lifelong learner
6. Assessor
7. Community, citizenship and pastoral role

Providers of digital literacy (IT/ICT) skills training for educators are required to integrate these competencies and roles as
contexts within their course content so that teachers may simultaneously:
• Acquire the skills that meet their needs and interests as educators;
• become more efficient in their basic competences;
• become more productive in their roles as both pre-service teachers and in-service educators.

Educator digital learning competencies

Key to achieving the goals of this Framework are educator competencies of planning and facilitating digital learning, which will
form the basis of a teacher’s needs analysis and planning for professional development in terms of digital learning. This serves
to provide a “non-punitive system for assessing teacher current competence and supporting them to develop in areas of their
individual need”.13

Stating competencies that teachers who use digital tools and resources for learning could aspire to, serves the following
purposes:

• They provide a national reference point for role players who support teacher professional development at all levels;
• They represent goals/objectives that teachers may want to aspire to throughout their careers;
• They set clear expectations of effective teaching practice using digital tools and resources;
• They clearly inform the design of professional development activities and enhance confidence in endorsed materials.

Teachers seeking to more effectively achieve the curriculum aims and objectives will seek competence in three key areas of
digital learning:
A Professional Growth and Knowledge – having the disposition to inquire and the willingness to explore how digital tools
and resources can facilitate their own professional growth and deepen their fundamental understanding of the value of
these resources to support learners and enhance learning.

13 Integrated Strategic Planning Framework for Teacher Education and Development, Output1, p4

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B Curriculum Focus – maintaining focus on using digital tools and resources appropriately and to their full potential for
learning and for attaining curriculum objectives.
C Leadership – demonstrating the vision for digital learning and accepting responsibility for its implementation and
growth.

Teachers are encouraged to become proficient in these areas and more effective in mediating learning by aspiring to the
following competencies:
Table 3: Indicators for the educator digital learning proficiencies

A PROFESSIONAL GROWTH and KNOWLEDGE

DIGITAL LEARNING COMPETENCY 1:
Adopt the habit of an enquiring mind regarding the educational value of using digital tools and resources.
INDICATORS
1.1 Conduct self-initiated research on how technologies could help you enhance your roles as an educator.
1.2 Conduct self-initiated research on how digital tools and resources can impact on teaching and learning in your subject/
phase.
1.3 Be willing to explore opportunities, independently or with others, and not feel threatened by the use of digital tools
and resources.
1.4 Develop an informed opinion on the value of digital tools and resources for enhancing achievement of learning/lesson
objectives.
Applicability to educators in different Applicable to all educators, because this competency does not pre-suppose the
contexts. existence of digital tools and resources.
Knowledge, skills and attitudes that • The attitude of being a lifelong learner;
could be acquired. • Knowledge based on your individual professional learning requirements;
• Digital literacy;
• Information skills – finding and evaluating digital content resources; and
• The use of social media for educators.
DIGITAL LEARNING COMPETENCY 2:
Be reflective about challenging current digital learning and teaching practice.
INDICATORS
2.1 Pause for thought about the effectiveness of learning after each session in which you have used digital tools and
resources.
2.2 Share the outcomes of your lesson reflections (successes and challenges) with others and consider their feedback.
2.3 Evaluate your options if you have identified a need for a different approach.
2.4 Implement ideas about new approaches to teaching and learning using digital tools and resources that you have
selected.
2.5 Use a variety of techniques to identify your developmental needs.
Applicability for educators in different Applicable to all educators because this competency does not pre-suppose the
contexts. existence of digital tools and resources.
Knowledge, skills and attitudes that • The attitude of being a reflective practitioner (thinking about the quality of
could be acquired. learning in your learning environment);
• Challenging the boundaries of your teaching;
• Considering the impact of digital tools and resources on learning tasks and
learner engagement (the SAMR model); and
• Considering the appropriate use of digital tools and resources to support
learning.

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DIGITAL LEARNING COMPETENCY 3
Understand the role of the teacher, the learner and the digital resources during digital learning.
INDICATORS
3.1 Be aware of different approaches to teaching and learning that you could use strategically to facilitate learning.
3.2 Set curriculum learning objectives before identifying media and resources, digital or not.
3.3 Identifying appropriate digital tools and resources, and knowing when their use would be distracting or ineffective.
3.4 Planning learner engagement that will be enhanced by the use of digital tools and resources.
Applicability for educators in different Applicable if you are using a digital tool for learning, especially a device that can
contexts. access digital resources online and which can be used by one or more learners.
Knowledge, skills and attitudes that • How and when to integrate digital subject content with learning;
could be acquired. • Knowing when the integration of digital tools and resources would be most
appropriate;
• New approaches to teaching and learning, such as the project-based
approach, or different methods of group work;
• Collaborative learning approaches;
• Lesson planning focusing on curriculum learning objectives and supported by
digital resources.
DIGITAL LEARNING COMPETENCY 4
Participate in local and global professional learning communities.
INDICATORS
4.1 Attend workshops and conferences as much as your circumstances allow.
4.2 Engage in dialogue with colleagues at your institution about the integration of digital tools and resources.
4.3 Develop an online professional learning community (PLC) of people with similar educational interests.
Applicability for educators in different Applicable to all educators because this competency does not pre-suppose the
contexts. existence of digital tools and resources. Digital tools (even a smartphone) will
simply broaden the scope and opportunities for joining professional learning
communities.
Knowledge, skills and attitudes that • The attitude of being a lifelong learner, and being intrinsically motivated to
could be acquired. engage in professional learning;
• Collaborative professional learning;
• Social media skills; and
• Use of various social media tools to share your knowledge and that of others.
DIGITAL LEARNING COMPETENCY 5
Select appropriate digital tools and resources when fulfilling the roles of the educator.
INDICATORS
5.1 Produce written documents.
5.2 Process numerical data.
5.3 Deliver presentations using multimedia.
5.4 Communicate and collaborate.
5.5 Create, publish and share content.
5.6 Design graphics.
5.7 Design interactive learning activities.
Applicability for educators in different Applicable to all educators who have access to digital tools that could support
contexts. their work as educators.

16
Knowledge, skills and attitudes that • Digital literacy;
could be acquired. • Basic troubleshooting for device use; and
• Knowing what digital tools and resources can assist you in your roles as an
educator.

B CURRICULUM FOCUS
DIGITAL LEARNING COMPETENCY 6
Integrate digital tools and resources to enhance learning objectives in various learning environments.
INDICATORS
6.1 Plan the strategic use of digital content resources before, during and/or after the lesson.
6.2 Plan learner-centred access to digital tools and resources as and when appropriate.
6.3 Address the diverse needs of all learners and providing equitable access to appropriate digital tools and resources.
6.4 Afford learners the opportunity to share knowledge and skills using digital platforms.
Applicability for educators in different Applicable to various degrees to any teacher who has access to digital tools and
contexts. resources for learning, depending on the nature of the digital tools and resources
at their disposal.
Knowledge, skills and attitudes that • Planning curriculum integration of digital tools and resources;
could be acquired. • How digital tools and resources support inclusive learning; and
• Teaching and learning approaches that harness the potential of digital tools
and resources.
DIGITAL LEARNING COMPETENCY 7
Develop learners’ global awareness and understanding using digital communication and collaboration tools.
INDICATORS
7.1 Design learning that addresses real-life issues aligned to the curriculum.
7.2 Design learning activities that require interaction or collaboration between your learners and a local or global
community.
7.3 Design learning in your class in which learners use digital communication and collaboration tools.
Applicability for educators in different Applicable to various degrees to any teacher with access to digital tools for
contexts. learning and Internet access, depending on the nature of the digital tools and
resources at their disposal.
Knowledge, skills and attitudes that • Design learning in which learners are engaged in real-life issues; and
could be acquired. • Design strong communication and collaboration learning activities.
DIGITAL LEARNING COMPETENCY 8
Transform learning through the innovative use of digital tools and resources.
INDICATORS
8.1 Explore new uses for established digital tools and resources;
8.2 Explore opportunities offered by new digital tools and resources;
8.3 Facilitate learning that was not possible before the introduction of digital tools and resources;
8.4 Understand the impact of digital tools and resources on the nature of learning.
Applicability for educators in different Applicable to various degrees to any teacher with access to digital tools and
contexts. resources for learning, depending on the nature of the digital tools and resources
at their disposal.
Knowledge, skills and attitudes that • The spirit of being innovative;
could be acquired. • Exploring the potential value of new digital tools for learning; and
• New approaches to learning.

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DIGITAL LEARNING COMPETENCY 9
Enhance class management, assessment and feedback processes through the use of digital resources.
INDICATORS
9.1 Use digital productivity tools to create and administer tests, exams and assessment tools.
9.2 Use digital communication and collaboration tools, where appropriate, to support dialogue between learners and
their teacher.
9.3 Use digital tools and resources to design diagnostic assessment tools.
9.4 Organise and monitor learning activities using online resources similar to a blog or learning management system.
Applicability for educators in different Applicable to various degrees to any teacher with access to digital tools and
contexts. resources for learning, depending on the nature of the digital tools and resources
at their disposal.
Knowledge, skills and attitudes that • Designing assessment strategies using digital tools and resources;
could be acquired. • Using digital tools to enhance communication between learners and teachers;
• Using a Learning Management System or other classroom management
systems; and
• Using a school administration system for data capture and analysis.
DIGITAL LEARNING COMPETENCY 10
Integrate learners’ skills development in terms of digital literacies with curriculum-based learning.
INDICATORS
10.1 Design integrated activities that develop learners’ information skills while pursuing curriculum goals.
10.2 Design integrated activities that develop learners’ digital literacy skills while pursuing curriculum goals.
10.3 Design integrated activities that develop learners’ media literacy skills while pursuing curriculum goals.
10.4 Promote and model safe, legal and ethical use of digital information resources.
Applicability for educators in different Applicable to teachers in environments where learners have access to digital
contexts. tools and resources for learning, depending on the nature of the digital tools
and resources at their disposal.
Knowledge, skills and attitudes that • Ability to support learners in terms of digital literacy by integrating these
could be acquired. skills with the curriculum;
• Information literacy integrated with the curriculum;
• Media literacy integrated with the curriculum; and
• Digital citizenship integrated with the curriculum.

C LEADERSHIP
DIGITAL LEARNING COMPETENCY 11
Demonstrate commitment to the vision for digital learning in the province, district and school.
INDICATORS
11.1 Implement the key ideas of the Professional Development Framework for Digital Learning.
11.2 Apply the provincial digital learning guidelines to your planning.
11.3 Implement the school’s strategy for digital learning.
Applicability for educators in different Applicable to all educators who work in an environment in which there is access
contexts. to digital tools and resources for digital learning.
Knowledge, skills and attitudes that • Understanding what digital learning is and what your role and responsibility
could be acquired. is in achieving the vision at your institution.

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 DIGITAL LEARNING COMPETENCY 12

Accept responsibility for planning and implementing digital learning at the school.
INDICATORS
12.1 Participate in the formulation of school digital learning planning at your institution.
12.2 Evaluate your role in implementing digital learning strategies at your institution.
12.3 Be a leader in managing change related to learning using technologies.
12.4 Build on capacity in colleagues to accept responsibility and implement digital learning.
Applicability for educators in different Applicable to all educators who work in an environment in which there is access
contexts. to digital tools and resources for digital learning.
Knowledge, skills and attitudes which • Ability to participate in digital learning planning at your institution; and
could be acquired. • Change leadership for digital learning.
DIGITAL LEARNING COMPETENCY 13
Initiate peer support and collaborative, work-place learning.
INDICATORS
13.1 Engage peers in exploratory conversations about using digital tools and resources.
13.2 Support peers in their implementation of new ideas and approaches to using digital tools and resources.
13.3 Share knowledge and experiences of using digital tools and resources your peers.
Applicability for educators in different Applicable to all educators who work in an environment in which there is ac-
contexts. cess to digital tools and resources for digital learning.
Knowledge, skills and attitudes which • Peer support;
could be acquired. • Peer coaching;
• Communication skills; and
• Lesson improvement skills.

Teachers may conduct a self-assessment of their perceived digital learning competence using the online self-assessment tool at
https://dbe-tpd.org. The tool also links competencies to SACE-endorsed professional development activities.

More detailed examples of the indicators are provided in Appendix D.

Guidelines for professional development in terms of digital learning are provided for teachers and schools in the following
accompanying resources: which can be found at http://bit.ly/DBEFramework
• School Toolkit for Professional Development in Digital Learning
• Teacher Toolkit for Professional Development in Digital Learning
• District Toolkit for Professional Development in Digital Learning
• HEI Toolkit for Professional Development in Digital Learning

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Knowledge framework for curriculum integration of digital tools and
resources
The goal of improved learner attainment depends on many factors. These can be enhanced through effective teaching and
learning approaches supported by digital tools and resources. The three professional development knowledge areas are:
• Knowledge of the potential of technologies for learning (Technological Knowledge)
• Knowledge of how to teach in their given context (Pedagogical Knowledge)
• Knowledge of subject content (Content Knowledge)
Figure 2 illustrates the Technological Pedagogical Content Knowledge (TPCK) framework which helps illustrate and describe the
kinds of knowledge needed by a teacher for effective pedagogical practice in a technology-enhanced learning environment.

Figure 2: Knowledge framework for teacher professional development with

integration of digital tools and resources.

The relatively larger size of the pedagogy circle represents the comparatively greater importance of pedagogical knowledge in
the lesson planning process and with decisions taken regarding the use of digital tools and content resources.

The confluence of pedagogical and content knowledge (how to teach subject content) is usually covered during initial teacher
education and by curriculum subject specialists during ongoing in-service workshops.

The convergence of the three shaded knowledge areas in the centre of Figure 3 produces a unique type of knowledge required
by teachers to effectively enhance teaching and learning (Koehler &Mishra, 2009).

The Framework encourages teachers to design pedagogically sound learning activities that maximise the impact of both digital
tools and content resources on teaching and learning in a given context. In accordance with the TPACK framework, this covers
the confluence area of all three knowledge areas in the centre of Figure 3.

To read more about the TPACK model consult the support resource FS1-Understanding the TPACK Model which can be found at
http://bit.ly/DBEFramework..

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 Figure 3: Focus areas for professional development in digital learning

Appendix B is a lesson analysis tool that is based on TPACK, which can be used by educators as a checklist to align a lesson
with TPACK principles.

Teaching Change Frame for Digital Learning

The purpose of the change frame is to provide:
a) a reference point for a teacher’s current application of the TPACK knowledge areas in his/her current practice,
b) a decision-making grid for planning professional development and
c) a range of options to grow professionally in one or more of the TPACK knowledge areas.

Consult the supporting elearning application for a more detailed explanation. (See http://bit.ly/TeachCF)

The change frame identifies two major factors that influence an educator’s competency in digital learning. Professional
development for digital learning assumes that a teacher will seek to:
1. explore and develop new pedagogical approaches (pedagogical knowledge)’ and/or
2. be aware of the opportunities that access to digital tools and content resources offer to enhance her/his current practice
in his/her context (technological knowledge).

The change frame aligns with the TPACK framework in identifying these two dimensions. In practice, the three areas of TPACK
knowledge should always be present in professional development activities but with a different emphasis, depending on the
nature of the activity. Acquisition of content knowledge is the ultimate aim of the activity.

21
 Figure 4: Illustrating the focus of TPACK knowledge areas in relation to the 2-dimensional change frame.

The teaching change frame is a way of analysing the focus of professional development activity in the TPACK (central) area
of the TPACK knowledge framework (Figure 4). In other words, professional development activity should always reflect some
combination of pedagogical, content and technological knowledge. The teaching frame is a way of plotting one’s position on
the change frame grid in order to plan a learning pathway towards digital learning.

Factors influencing competence in digital learning

Pedagogical factors

The rationale for pedagogical change is to facilitate more effective learning even if digital tools and resources are not used to
a greater extent. Transformative pedagogies include higher levels of pedagogical practice, are learner-centred, engage higher
order thinking skills and include a variety of interactions between learners, content and teachers. Transformative pedagogies
offer more opportunities for learners to seek the support of digital tools and resources to enhance deep learning.

Among many factors to be taken into account when assessing the pedagogical context are:
• Thinking skills
• Information management
• Interactions between learners, teachers and content

Table 4: The horizontal axis of the change frame: Four broad categories of increasingly transformative pedagogy

Degrees of transformative pedagogy

A B C D
Order of Thinking Skills (Bloom)
Teacher-led activities Learner-centred activities Learner-centred activities Learner-driven creation and
focusing mainly on including such as synthesis, analysis publication of their work
remembering and and evaluation based on complex thinking
understanding remembering, understanding skills.
and application

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 Regulation
Teacher dominates; Less than 50% of lesson time Learners are engaged in Learners mostly engage in
is learner-centred activity. individual and/or group collaborative, self-directed
Learners are passive (e.g. Mix of individual and group work for more than 50% of and self-regulated activities;
not interacting, writing work. time. Activities are learner- teacher facilitates learning.
notes). centred.
Information transformation
Information is presented Information is gathered and Information is gathered Knowledge is constructed
only by the teacher processed in simple ways and transformed – used for by learners and applied in
verbally or in writing. by learners. It is sometimes skills such as analysis and real life scenarios, often
copied and pasted and not evaluation and as the basis in collaboration with the
always re-stated in original for drawing conclusions. community.
words. Activities are confined to the Content is created/published
classroom. for authentic audiences.
Interactions and deep learning (Anderson)
Limited interaction – Teacher-class, teacher- Learner-learner interaction Full range of interactions at
mostly one-way transfer learner (feedback and (communication/feedback) deep level. Learner-learner
of information by the discussion) interaction. Some interaction (collaboration
teacher. Some teacher learner-learner interaction. Learner(s) and teacher in dominant). Learner(s) –
feedback to learners and dialogue. teacher in dialogue with each
possible learner self-study Learners engage ther.
of digital content. independently with content.

TRANSFORMATIVE PEDAGOGY

Teachers may plot their position regarding pedagogical and technological awareness using the online self-assessment tool at
https://dbe-tpd.org.

Awareness and use of digital tools and resources

As access to a greater range and quality of digital tools and resources increases, so does the range of opportunities that they
offer. However, this should not discourage teachers with limited access to digital tools and resources. Mere access to digital
tools and resources does not necessarily result in enhanced classroom learning. It is up to the teacher to design learning
experiences that make effective use of pedagogy supported by the digital tools and resources. While limited access to digital
tools and resources could be regarded as offering a lesser range of opportunities for learning, a class led by strong pedagogical
practice and the use of one device by the teacher is likely to be more effective than a class with many devices and a teacher
using poor pedagogical methods.

“Awareness” takes place when:

• The teacher is aware of the opportunities that digital tools and resources offer and is able to exploit these opportunities
appropriately for his/her context;

“Effective use” takes place when:

• The way in which digital tools and resources are used adds value to the learning process, student engagement and the
achievement of curriculum objectives.

Effective use is not always measured in terms of more use of digital tools. Just as more teacher-centred pedagogies are more
appropriate in certain contexts which require more teacher direction, so too it may be more appropriate in some contexts for
teachers to use resources other than digital tools and resources.

23
Table 5: The vertical axis of the change frame represents increasingly awareness of opportunities and use of digital tools
and resources given the teacher’s specific context.

Contexts

Medium to high level access Increasing awareness

of opportunities
offered by digital
tools and resources
Limited or low level access

Teaching Change Frame

Through analysis of their contexts and current practice teachers can plan change in practice by adopting different pedagogical
approaches and/or embracing the opportunities that digital tools and resource offer learning and learners. Simpler pedagogy
and lesser access to and use of digital tools is not regarded as undesirable practice. All learning scenarios are a reflection of
the available access to digital tools and resources and an analysis of learners’ learning abilities. The change frame assists with
decision-making about professional development as deemed appropriate in these contexts.

Figure 5 plots the above-mentioned pedagogical and effective use spectra on a grid, which labels four main extremes:
1. Teaching – Teacher-centred approaches dominate in a classroom with limited digital tools and resources, but at least
one device (a feature phone, smartphone or tablet) or a combination, such as an interactive whiteboard or laptop and
data projector.
2. Learning – Learner-centred and transformative approaches dominate in a learning environment with limited digital tools
and resources, but at least one device (a feature phone, smartphone or tablet) or a combinations of devices such as an
interactive whiteboard or laptop and data projector.
3. Digital Teaching – Digital tools remain in the hands of the teacher or under the teacher’s control (software-driven
activities). The device : learner ratio is near 1:1. The potential of the digital tools and resources is not fully exploited by
learners.
4. Digital Learning – Learner-centred and transformative approaches dominate in a learning environment where digital
tools and resources are permanently in the hands of learners (who could own them). The potential of the resources is
being fully exploited by learners.

Figure 5: Change Frame: Developing competence in terms of digital learning

(Adapted from Tarling and Ng’ambi (2016))

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It is important to note that no position on this frame is considered undesirable practice, given that the unique contexts in each
learning environment influence the teacher’s decisions about what pedagogical approach is most appropriate or what use of
digital tools and resources would be considered most effective.

The Framework advocates teacher choice in decision-making and the change frame encourages teachers to identify individual
developmental pathways that are, in general, going to suit their needs in terms of digital learning (Figure 6).

It is possible that some teachers may want to perfect less transformative pedagogies, such as teaching for understanding, and
it should therefore be noted that, at times, a teacher could engage in professional development that focuses on moving against
the mainstream of professional growth indicated in Figure 6.

Figure 6: Possible decisions that could be taken by a teacher to explore new scenarios
of use during professional development

As teachers begin to explore and develop new approaches to learning or new uses of digital tools and resources (as illustrated
in Figure 6) they can identify professional development activities that can be broadly categorised as follows:

1. Primarily embrace the opportunities that digital tools and resources offer teaching and learning without making
significant adaptions to pedagogical approaches, or

2. Explore new approaches to learning without making significant changes to how digital tools and resources are used, or

3. Simultaneously explore new approaches to learning while exploring the opportunities that digital tools and resources
offer that learning.

Measuring progress on the change frame

Different sections in the change frame represent different levels of pedagogical transformation and effective use of digital tools
and resources. These are illustrated in Appendix C, which shows examples of teaching and learning activities related to the
change frame using the cell divisions shown in Figure 7.
“Teachers may plot their position regarding pedagogical and technological awareness on a learning pathway based
on the teaching change frame using the online self-assessment tool at https://dbe-tpd.org

25
 Figure 7: Identifying broad levels of activity related to pedagogy and the effective use of digital tools and resoruces.
The impact of digital tools and resources on learner tasks and engagement

Access to digital tools and resources is meaningless unless the opportunities of that access are known, valued and put into
practice. This implies not only an awareness of what those opportunities are, but a realisation that some approaches to teaching
and learning will restrict the ability of the teachers and learners to embrace the full potential of the digital tools and resources.

The SAMR model is used in this instance to reflect on how digital tools and resources impact on the nature of the task and, as
a result, on learner engagement. This Framework advocates that effective use of digital tools and resources should be learner-
driven wherever access to these tools makes this possible.

Table 6 outlines the SAMR model which can be used to gauge the impact that the technology has on the task and on learner
engagement. Each higher level of the model not only aligns to more transformative pedagogy, but also offers a greater variety
of new ways in which these digital tools and resources can support learning.
Table 6: Reflecting on the impact of technology on the nature of the task

Impact on the task (realisation of potential)

Based on the SAMR model. See the supporting resource on SAMR
R Redefinition. Technology makes it possible to redefine the task.

E.g. video cameras and editing software make it possible to redefine a writing task as a video production including
written scripts.

26
 M Modification. Technology makes it possible to modify the task.
E.g. online collaborative documents make it easier to include more learner feedback on writing, or to conduct
collaborative writing processes.
A Augmentation: Technology augments the task. The task is largely unchanged.
E.g. word processing tools (such as spell check and thesaurus) are used to augment the writing process.
S Substitution: Technology substitutes other processes. Task remains unchanged.
E.g. using a word processor instead of a pen to write an essay.

Figure 8: SAMR represent a progression towards digital learning in its more complete form.

Because any increase in student engagement and the nature of the task is likely to be associated with more effective use of the
available resources, the progression could be seen as progression towards digital learning in its more complete form, according
to SAMR (Figure 8).

For more information on the SAMR model, consult the supporting resource FS2-Understanding the SAMR model.

27
Diagnostic self-assessment tools and progress
Determining individual professional development needs

Diagnostic self-assessment tools that are aligned to the above educator competencies, provide the school management team,
teachers and curriculum support staff with an opportunity to identify and prioritise professional development needs and
receive guidelines on how best to satisfy these needs.

Teachers may conduct a self-assessment of their perceived digital learning competence using the online self-assessment tool at
https://dbe-tpd.org. The tool also links competencies to SACE-endorsed professional development activities.

Transition to digital learning

The Digital Learning Progress Rubric supports schools, districts and teacher training institutions in the transition to creating a
digital learning environment. The rubrics are strategic planning tools that are intended to help teams:

• reflect on the current stage of their transition;

• plan the next steps;
• track their progress in moving forward.

The rubric can be found in Appendix F.

Once a self-assessment on the rubric has been completed, the users should reflect on the results and identify priority areas
for improvement by identifying action steps that can be taken to move closer to achieving the desired goals. A guide for data
interpretation and transition planning is included in Appendix F.

Change leadership is key to a widely-supported vision building process as a school progresses on the path to digital learning.
There will be change in: the vision for digital learning, management responsibilities, resource management, teaching approaches
and learning experiences.

A recommended change management strategy will include:

• managing a process for developing a shared vision for digital learning;
• developing a sense of ownership of the vision and the Framework;
• developing a distributed leadership in communicating and implementing the vision;
• embracing resistance;
• sharing knowledge;
• continuously evaluating the implementation process.

Recognition of professional development activities

The SACE Continuing Professional Teacher Development (CPTD) Points System recognises three types of activity:
• Type 1 activities are “teacher initiated” and include a wide range of informal activities that cater to the professional
development needs of individual teachers.
• Type 2 activities are “initiated by the school” and include meetings, workshops and projects that form part of the school
programme.
• Type 3 activities are “initiated externally” and come from providers such as universities, government departments,
unions and other independent service providers. SACE approves providers of professional development courses for
schools and school-based educators and endorses their professional development activities according to a rigorous
evaluation process.

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All school-based educators are required to sign up for the SACE CPTD Points System which has been developed to:
• assist educators in developing their Professional Development Portfolio (PDP) during their three-year CPTD cycle;
• assist educators and schools in allocating Professional Development (PD) points to their activities/programmes according
to Guidelines provided by the SACE CPTD System Handbook.14

The CPTD System Handbook (2013) states:

• Each educator will have a personal PDP developed according to SACE guidelines.
• The PDP will also be a personal record of an educator’s professional development journey.

The PDP is a resource document designed to assist each educator’s professional growth. It will provide teachers with:
• guidance on identifying and analysing their professional development needs;
• a template to assist in designing their Professional Development Plan (which should be reviewed every year);
• guidance on the kind of professional development activities / programmes they can participate in to address their
professional development needs;
• reflection on how the PD activities contributed towards their professional practice and competence;
• a record and evidence of their participation in PD activities and PD points earned.15

Recommendations for designing professional development activities

With reference to the context of professional development in South Africa, the following guidelines are recommended when
designing courseware. Courses should strive to include elements of:

• Course content:
o Course content is defined by what teachers do in teaching and learning contexts and not by what technical
experts feel they ought to know about technology.

• Knowledge building and skill acquisition:

o Participants engage with the content (what they need to know and do) in some way which leads them to draw
conclusions for themselves or learn by doing.

• Sharing and collaboration:

o Participants draw on their own experience and that of their peers (locally or globally) in order to come to
conclusions about their own practice.

• Adult learning principles:

o Participants are engaged in activities that suit their needs and interests, thus learning in a way that suits their
circumstances.

• Situational learning:
o Participants are able to learn in a context that caters to the social, technical and geographical situation in which
it occurs.

• Reflective learning:
o Participants reflect on learning and its application to learning, with a view to evaluating and challenging existing
practice, where appropriate.

• Peer coaching / collaborative support:

o Participants in the workplace adopt a supportive, non-hierarchical and collaborative attitude to exploring ways
in which digital resources can enhance their practice.

14 SACE, CPTD System Handbook, www.sace.org.za

15 ibid

29
• Sustainability:
o The impact of the facilitator and the participants is sustained over an indefinite period of time beyond the initial
training intervention.

Consideration of the above recommendations emphasises the value of:

• facilitators with educational qualifications and experience with schools;

• professional learning communities and, where resources enable this, online learning communities;

• well-facilitated and supported blended-approach courses that provide a way of overcoming:

o the challenges of learner isolation;
o the unequal distribution of capacity to facilitate courses;
o the need for flexibility of content;
o the need for flexibility of access regarding participation in courses (when participants can engage in course
content).

• a learning management system that, in addition to the usual learner administration and monitoring, provides facilities
for reflection, communication and collaboration between participants during and beyond the duration of the course.

See Appendix G for a recommended course evaluation tool.

Implementing the Framework

This framework aligns to the Integrated Strategic Planning Framework for Teacher Education and Development (2011), by
adopting a two-pronged approach to teacher professional development in digital learning. This makes provision for quality
teacher development to happen through activities that may or may not be linked to formal qualifications. Qualification-linked
activities will primarily be led by the DHET, while activities that are not directly linked to qualifications will primarily be led by
the DBE and PEDs.16

The outcomes will be achieved through the following activities, which are grouped in terms of the agency that has prime
responsibility for ensuring their achievement:

A. Activities to be led by the Department of Basic Education.

B. Activities to be led by the provincial departments of education.
C. Activities to be led by the Department of Higher Education and Training.
D. Activities to be led by other role-players.

A. Activities to be led by the Department of Basic Education

1. Embark on an advocacy and awareness raising campaign about the Framework.
2. Partner with all relevant stakeholders in adopting the Framework. DBE will work with partners to align their professional
development programmes and activities to the Framework.
3. Work with DBE partners, Provincial Education Departments and their partners to develop processes to assist teachers
to identify their development needs and to enable expanded opportunities for access to quality Continuing Professional
Development (CPD) activities and programmes to meet these needs.
4. Coordinate strategic partnerships for the advancement of the Framework outcomes.
5. Lead and coordinate research and evaluation on the impact of applying the Framework to professional development in
digital learning.
6. Monitor and support Provincial Education Departments and their partners to implement the Framework.

16 Integrated Strategic Planning Framework for Teacher Education and Development, p2.

30
B. Activities to be led by the Provincial Education Departments (PEDs)
1. Develop a provincial advocacy and awareness raising campaign about the Framework.
2. Build on existing capacity in Provincial Teacher Development Institutes (PTDIs) and District Teacher Development
Centres (DTDCs)17 to promote professional development for learning with technologies.
3. Plan and implement teacher development programmes for digital learning in the province.
4. Integrate the Framework principles with professional development activities.
5. Monitor and support districts and schools in implementing the Framework.
6. Report to the Department of Basic Education on the implementation of professional development for digital learning.

District Managers:
1. Support the DTDC and district support staff to integrate the Framework in professional development activities for
learning with technologies.

District Teacher Development Centres:

1. Develop awareness raising and advocacy activities on the Framework at the DTDC.
2. Promote the Framework and its supporting resources.
3. Advocate and support the establishment of PLCs and encouraging teachers to participate actively and meaningfully.

e-Learning and Curriculum Support Staff:

1. Provide support to teachers in the integration of digital tools and resources for effective learning.
2. Integrate digital content resources when supporting teachers.
3. Provide support to school management teams and teachers in developing and managing their Professional
Development Portfolios.

C. Activities to be led by the Department of Higher Education and Training

1. Promote the development and offering of appropriate qualification-based CPD programmes aligned to the
Framework by universities and support them to do so as funds become available.
2. Promote integration of the Framework in the design and delivery of pre-service teacher education
programmes and courses.
3. Support the further development of teacher educators at tertiary institutions to integrate digital
technologies in their own teaching.
4. Support research on digital learning at tertiary institutions.

D. Activities to be led by DBE partners.

Education Faculties and Teacher Training Institutions
1. Integrate digital learning competencies in the teacher education programme.
2. Model digital learning competence during teaching activities.
3. Develop student digital learning competencies during teacher education activities.
4. Conduct research, where the opportunity arises, related to implementation of the Framework and development of
digital learning competencies.

The South African Council for Educators (SACE)

1. Provide a Continuing Professional Teacher Development System that recognises professional development activities
that are aligned to the framework.

17 Integrated Strategic Planning Framework for Teacher Education and Development, p2

31
Teacher Unions
1. Advocate, support and encourage teachers to access opportunities to identify and address their development needs in
terms of digital learning;
2. Plan and implement SACE-endorsed teacher professional development activities in digital learning.18

Schools
Leaders
1. Promote use of the Framework and its supporting resources.
2. Build on existing capacity to support professional development in digital learning at the school.
3. Encourage teachers to plan continuing professional development and to record these activities on the SACE CPTD
system.

Teachers
1. Aspire to the competencies outlined in the Framework.
2. Plan for effective use of digital tools and resources by learners.
3. Teacher Librarians and school ICT coordinators support teachers in the development of teacher learner support
materials that integrate digital tools and content resources.

Other providers of teacher professional development activities.

1. Integrate the Framework guidelines in the design and delivery of all teacher professional development activities.
2. Seek validation for the SACE-endorsed courses that pre-date the Framework.

18 Memorandum of Agreement between DBE and Teacher Unions (2012)

32
Action Plan for the Achievement of the Framework Outcomes
Activities Lead agencies Key Tasks Timeframe
1. Support and alignment
1.1 Develop support materials DBE Identify and develop diagnostic self- May-June 2017
for users to understand and assessment tools for teachers, SMT and
apply the competencies curriculum support staff.
1.2 Align CPD activities with DBE, SACE Meet with SACE to explain the key ideas of April-June
educator competencies the Framework and educator competencies; 2017
and the key ideas of the
Framework Seek ways of aligning the SACE evaluation
tool for professional development activities
with the Framework;
Meet with SACE evaluators of digital learning
activities;
Identify existing endorsed PD activities;
Analyse the alignment of existing activities
with Framework;
Publish information on activity alignment to
the framework;
Identify gaps in the provision of activities in
relation to specific competencies.
1.3 Develop support DBE, PDE Develop one-page information sheets, apps July –
resources for provincial and diagnostic self-assessment tools; December
implementation. 2017
Conduct provincial workshops to introduce
support materials.
1.4 Evaluate and endorse SACE Evaluate and endorse PD activities using the Ongoing
professional development revised evaluation tools.
activities in alignment
with the key ideas of the
Framework.
1.5 Adopt the key ideas of SACE, DBE Run a workshop with SACE evaluators to April 2017
the Framework and train introduce the key ideas of the Framework;
evaluators.
Adoption of the key ideas of the Framework;
Revision of evaluation tools for evaluating
activities for digital learning.
1.6 Approve providers of SACE Evaluate and approve providers. Ongoing
teacher professional
development for digital
learning.
1.7 Maintain and publish SACE, DBE Update and publish the list of endorsed April 2017 –
an updated list of activities; Dec 2020
endorsed professional
development activities Publish information about the alignment of
including information on activities to the framework.
their alignment to the
framework.
2. Strategize
2.1 Plan a strategy for DBE Conduct strategy planning meeting April-June
promoting digital learning. 2017
2.2 Implement the strategy for DBE Develop workshop/seminar materials for June 2017 –
promoting digital learning. Implementing Digital Learning; December
2018
Conduct workshops / seminars.
3. Monitoring and evaluation

33
3.1 Plan and coordinate an Identify evaluation consultants; July 2017 –
evaluation of the impact of Dec 2020
digital learning. Identify key projects for evaluation;
Analyse evaluation results;
Identify strategies for harnessing best
practice;
Revise the Framework.
3.2 Develop parameters for DBE, PDE, NICPD, Conduct a consultation process with the IT July 2017 –
monitoring implementation ETDP SETA Steering Committee, NICPD and ETDP SETA; Dec 2020
of the Framework
Negotiate parameters for measuring
implementation progress in provinces,
districts and schools;
Develop rubrics to measure transition in
digital learning.
3.3 Monitor implementation of DBE, PDE Receive and analyse quarterly reports from July 2017 –
the Framework. PDEs. Dec 2020
4. Build competence and build on existing capacity building
4.1 Identify key role-players DBE, PDE Create online learning community for April 2017 –
in terms of professional provincial role- players; Dec 2020
development for digital
learning Create a communication forum for key role-
players;
4.2 Build the competence of DBE, PDE, PTDI, Design a course for building the competence April 2017 –
key role-players to plan, DTDC, Partners of provincial role players; Dec 2020
develop and implement PD
activities for digital learning Develop online collaborative learning
materials for provincial role-players;
Develop evaluation tools for transition and
implementation;
Conduct online courses for key role-players.

PROVINCIAL LEVEL IMPLEMENTATION

5. Prepare
5.1 Plan teacher development PDE, PTDI, DTDC, Conduct planning meetings using the By January
programmes for digital Teacher Unions guidelines acquired from capacity building annually
learning. workshops;
Set annual targets for the number of teachers
and principals engaged in workshops/
seminars and PLCs.
5.2 Implement teacher DTDC, Teacher Plan, fund and implement a programme of Ongoing
development programmes Unions, Partners activities for digital learning. starting Jan
for digital learning. 2017
5.3 Monitor and support DTDC District Managers, Coordinate reporting and feedback Jan – Dec 2020
and district support staff DTDC mechanisms;
with the implementation
of the Framework in Identify indicators of success;
professional development
activities for digital learning. Seek support from PDE where the needs.

5.4 Evaluate the PDE, DTDC, Use the evaluation tools developed by DBE Ongoing post-
implementation of teacher Teacher Unions, to evaluate the effectiveness of PD activities. workshop
development programmes Partners
for digital learning.
5.5 Report to the Department PDE Complete an evaluation form and an Quarterly
of Basic Education on implementation report template;
the implementation of
professional development Submit the documents to the coordinating
for digital learning. officer at DBE

34
6. Promote the Framework and its supporting resources.
6.1 Develop and implement a PDE, PTDI, DTDC, Identify the key objectives for a digital Jan 2018 – Dec
strategy for digital learning. Teacher Unions, learning plan; 2020
School Leadership
Develop a provincial strategy for enhancing
digital learning and learner attainment;
Implement the strategy action items
according to a timeline.
6.2 Integrate digital learning PDE, DTDC, Conduct curriculum workshops to explore Jan 2018 – Dec
resources with teacher Curriculum support the opportunities that digital tools and 2020
development activities that staff, Partners content offer to each subject;
support the NCS.
Integrate appropriate digital tools and
content resources during all teacher support
and development activities.
7. Advocate and support the establishment of PLCs and encourage teachers to participate actively and meaningfully.
7.1 Coordinate the DTDC, school Identify key role players; Jan 2018 – Dec
establishment of PLCs for leadership, 2020
digital learning. teachers Build on the existing capacity of key role
players to establish and grow PLCs.
7.2 Support PLCs. DTDC Coordinate meetings or online interaction Jan 2018 - Dec
spaces for PLCs for digital learning. 2020
8. Provide on-site support to teachers in terms of the integration of digital tools and resources for effective learning.
8.1 Support teachers with School and Visit and engage in dialogue with teachers Jan 2018 – Dec
integration of digital tools district e-learning about digital learning; 2020
and resources according and curriculum
to the TPACK knowledge subject specialists, Participate in PLCs as collaborative learners;
framework Teachers
Establish and participate in online PLCs;
Host workshops/seminars for teachers.
9. Provide support to school management teams and teachers in developing and managing their Professional
Development Portfolios.
9.1 Promote the diagnostic self- DTDC, Curriculum Promote the use of the diagnostic self- Jan 2018 – Dec
assessment of individual support staff, assessment tools that are based on educator 2020
professional development school leaders competencies;
needs for digital learning
Identify gaps in competence based on the
diagnostic self-assessment;
Discuss options for professional growth.
9.2 Plan professional Principals, Vice- Prioritise professional growth requirements; Jan 2018 – Dec
development pathways and principals, Heads 2020
update portfolios. of Department, Complete the PDP;
Teachers
Participate in professional development
activities for digital learning.
9.3 Support change leadership DTDC, School Identify facilitators of change leadership Jan 2018 - Dec
in schools. leadership workshops; 2020
Conduct workshops on change leadership for
digital learning.
10. Through higher education institutions, implement qualification-based CPD programmes and accredited short
learning programmes that are aligned to the Framework for all types of teachers who work in the schooling system.
10.1 Evaluate existing DHET, HEI, Partners Conduct a Framework introduction workshop May – Dec
programmes’ alignment for HEI staff responsible for curriculum 2017
to the key ideas of the development and technology integration
Framework skill;
Develop/refine tools for evaluating existing
programmes’ alignment to Framework.

35
10.2 Adapt existing programmes HEI Develop/adapt courses; Jan 2018 – Dec
or develop new programmes 2020
for digital learning as Submit courses for approval (if necessary);
needed.
Include a course on digital learning in teacher
education programmes for all pre-service
teachers.
10.3 Integrate the educator HEI Analyse existing programmes and identify Jan 2018 – Dec
competencies in the delivery how educator competencies in digital learning 2020
of pre-service teacher could be included where appropriate;
education programmes and
courses. Model digital learning during course delivery.

11. Plan for the effective use of digital tools and resources by learners while enhancing curriculum aims.
11.1 Aspire to the competencies Teachers Attend workshops/seminars on digital Jan 2018 – Dec
outlined in the Framework. learning that focus on learner-centred 2020
approaches;
Reflect on the effectiveness of lessons and
evaluate options for new learner-centred
approaches including digital tools and
content resources;
Conduct diagnostic self-assessment of
competencies and plan professional growth
according to individual needs.
11.2 Support teachers with District curriculum Conduct workshops/seminars/ meetings and Jan 2018 – Dec
development of teacher support staff; support PLCs that focus on conversations 2020
learner support materials about learners’ access to digital tools and
that promote learner Teacher librarian; resources;
centred use of digital tools
and content resources School-based Conduct professional development activities
curriculum support that focus on learner-centred use of digital
staff; tools and resources;
teachers Teachers afford learners opportunities to
use digital tools and resources whenever
appropriate.
12. Analyse progress in the transition to digital learning.
12.1 Apply diagnostic self- DTDC, schools Conduct a workshop to determine progress Jan 2018 – Dec
assessment tools when in adopting digital learning; 2020
evaluating progress.
Apply the Digital Learning Progress Rubric;
Determine the next action steps.
12.2 Apply diagnostic self- Principals, SMT, Complete the professional development Jan 2018 – Dec
assessment tools to teachers analysis tools; 2020
determine individual
learning needs Identify gaps in learning;
Set priorities for professional development in
digital learning;
Complete the PDP;
Participate in PD activities.

36
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38
Appendix A – Minimum requirements supported by digital tools and
resources
According to the Revised Policy on the Minimum Requirements for Teacher Education Qualifications, 2015 newly qualified
teachers are required to fulfil the requirements listed in the first column below. The second column provides some examples of
how all teachers can achieve the same competence with the support of digital tools and resources.

New and experienced teachers can use digital tools and resources
Newly qualified teachers must: to enhance the competence by:
1 Have sound subject knowledge. Conducting self-initiated online research using search engines to
gain deeper understanding of subject content.
2 Know how to teach their subject(s) and how to • Evaluating and selecting digital content resources to fulfil
select and determine the sequence and pace specific functions in the lesson such as enhancement, remedial
of content in accordance with both subject and support and extension of learning.
learner needs. • Exploring and using digital tools and resources that improve
accessibility to learning for learners with special needs.
3 Know who their learners are and how they Using the school administration package or a word processor to
learn; they must understand their individual make notes on learners and their individual needs.
needs and tailor their teaching accordingly.
4 Know how to communicate effectively in Using email and/or other appropriate text messaging tools to stay
general, as well as in relation to their subject(s), in contact with learners and their parents.
in order to mediate learning. Using email and/or other appropriate social media tools to pursue
Digital Learning Competency 4: Participate in local and global
professional learning communities.
5 Have highly developed literacy, numeracy and Refer to the digital learning competencies.
Information Technology (IT) skills.
6 Be knowledgeable about the school curriculum Exploring how digitals tools and content resources may enhance
and be able to unpack its specialised content, your teaching approach and deepen learner engagement and
as well as being able to use available resources understanding of the subject.
appropriately, so as to plan and design suitable Exploring specialised digital tools and resources for your subject.
learning programmes. Some of these are mentioned in the CAPS document for your
subject.
7 Understand diversity in the South African Use email and online forums to contact and seek support from
context in order to teach in a manner that other professionals.
includes all learners. They must also be able to
identify learning or social problems and work in
partnership with professional service providers
to address these.
8 Be able to manage learning effectively across • Using a communication tool such as a Facebook page or a blog
diverse contexts in order to ensure a conducive to keep learners and their parents informed of class proceedings
learning environment. and learning requirements.
• Using a class management system such as Edmodo to provide
learning resources and guidelines and to monitor learning.
9 Be able to assess learners in reliable and varied • Use a word processor and spreadsheet to create and administer
ways, as well as being able to use the results of assessment tools.
assessment to improve teaching and learning. • Use digital communication and collaboration tools to receive
submissions from and provide feedback to learners.
• Create digital format assessments with self-marking and/or
diagnostic abilities.
10 Be able to reflect critically on their own • Consider using a video camera to record part of your lesson.
practice, in theoretically informed ways and in • Use digital communication and collaboration tools to share
conjunction with their professional community lesson experiences with your PLC.
of colleagues in order to constantly improve and
adapt to evolving circumstances. • Use the teacher professional development diagnostic self-
assessment tool and the lesson analysis tool to support your
reflection about your lesson and your professional competence
in delivering digital learning.

39
Appendix B - Lesson analysis checklist
This checklist focuses on the inclusion of digital tools and content resources over and above the existing approaches and
resources that you already use. It in no way discounts them, especially if they already enable you to facilitate effective learning.

The framing questions for analysing a digital learning lesson are:

1. Did I maintain curriculum focus?
2. Did I actively engage my learners in higher order thinking and interactive activities?
3. Did I make the best use of digital tools?
4. Was I able to find and use effective digital content?
5. Have digital tools and resources facilitated assessment?
6. Are my learners likely to be more skilled and have better understanding of the subject content?

1. Did I maintain curriculum focus?

You primary lesson objective is to achieve the curriculum objective. In addition to this you should consider the cross-curricular
skills that are characteristic of deep learning. Technology skills are a by-product of this (unless your subject is Cat or IT). These
are some indicators of curriculum focus:

Curriculum focus √
1.1 I have stated my objectives in terms of what learners will be able to do, rather than just on what work they
will cover.
1.2 My learners will gain/improve specific content knowledge and skills as described in the CAPS document.
1.3 I have considered and included elements that are characteristic of deep learning in which learners are
engaged in higher order thinking skills in real-life contexts

2. Did I actively engage my learners?

Engaging learners is not unique to digital learning - it is a pedagogically-focused requirement if you want to fulfil the promise
of digital tools and resources. The presence of digital tools and resources in the learning environment does excite learners, but
this is not the same as engaging them in learning. The technology must offer opportunities for deeper, relevant learning so that
the learners are engaged in what they are discovering, rather than in what they are using.

These are some indicators of lesson elements that may engage learners:

Engage learners √
2.1 I have identified ways in which my learners will actively participate and communicate with each other,
other learners or the community (sharing ideas, asking opinions, clarifying facts etc.).
2.2 I have identified learning strategies that ensure my learners will be actively collaborate with each other,
other learners or the community (working towards a common goal).
2.3 I have created opportunities for the learner to think deeply and discuss issues.
2.4 I am able to link this lesson to a relevant progression of skills or knowledge.
2.5 I am able to link this lesson to real life applications of what is being learned.
2.6 Learners have roles/tasks to perform throughout the lesson.

3. Did I make the best use of digital tools?

Digital tools (all technologies and digital resources that can be used for learning) will not enhance learner attainment by
themselves. Their effectiveness depends on the decisions you make when designing the lesson. Digital tools will no always be
able to make a positive impact in the lesson. Assess the value of digital tools by looking for these indicators:

Digital tools √
3.1 The digital tools make the learner’s task more authentic.

40
 3.2 The digital tools make the learner’s task easier to accomplish.
3.3 The digital tools help the learner complete the task faster than without it.
3.4 The digital tools are secondary to the content and objectives of the lesson.
3.5 The digital tools allow the learner to investigate a concept in ways otherwise not feasible.
3.6 The digital tools help the learner to receive feedback more efficiently.

4. Was I able to find and use effective digital content?

Digital content provides you, the teacher, with an empowering selection of support resources. At times this content may help
you find better ways to understand and teach a concept. More importantly, digital content will place learning supporting
material at your and your learners’ fingertips, enabling your learners to pursue learning more independently and individually
when required. The indicators of effective use of digital content include:

Digital content √
4.1 The learner has choices of supporting learning materials at different levels.
4.2 Content is available in a variety of modes (e.g., graphics, sound, text, video) and media (e.g., books, films,
photos, apps).
4.3 I have found digital content that can be used remedially with individual or small groups of learners.
4.4 I have found digital content that can be used to reinforce individual or small groups of learners.
4.5 I have found digital content to re-inforce and enhance the teaching that I do in the class.
4.6 I have found digital content that will enable the learner to work more independently, alone or in small
groups, during lesson time.
4.7 I have found digital content that will enable the learner to further pursue the learning objectives beyond
lesson time.

5. Are my learners likely to be more skilled and have better understanding of the subject content?
This question requires a simple, summative YES/NO response, based on your analysis of the lesson. The answer may be “YES”,
but then ask yourself the additional question:

“Could I achieve this more effectively if I continued to improve my knowledge of

technology’s potential to influence my teaching and my learners’ attainment?”

Note: This lesson analysis checklist is based on the principles of the TPACK model, which encourages you to make appropriate
decisions about your learning and teaching approach, the technology resources that influence this and the content knowledge
that these enhance.

Reproduced with permission of the publisher, © tpack.org (2012)

41
Appendix C – Examples of teaching and learning activities based on
the change frame
Mathematics Gr 9 Data Handling
A B C D
The teacher uses The learners access and The learners analyse Learners decide to design
animated tip sheets gather current earthquake earthquake data that an interactive game on data
to show learners how data for homework and they have presented in a handling using a coding app.
High access to create a frequency create a frequency table in frequency table and email
table. class. The teacher assists their interpretations to
with interpretation. their Geography teacher for
feedback.

The teacher sends the The teacher diagnoses Small groups of learners use Learners design data
class to the computer learner data from the drill- the laptops issued for the handling games using
AWARENESS AND USE
WITH HIGHER ACCESS

room to do drill-and- and-practice exercise and lesson to input and analyse spreadsheet functions.
practice exercises on finds tutorial videos to give data gathered during a
data handling. to selected learners for survey of learners in the
remedial purposes. school.

The teacher accesses The teacher accesses a The teacher gains access Learners design a survey
real life data on the website in class to present to a bank of 6 laptops using smartphones while
Internet and explains real-life data. Learners work so that learners can use collaborating with classes
how to create a in groups to do a stem and spreadsheets to draw worldwide and gather
frequency table using leaf plot and interpret the histograms and analyse the the data and publish the
this data. data. data. resulting analysis.

The teacher introduces The teacher uses a slide Learner work in small As part of their investigation
data handling show presentation to groups and take it in turns into data handling the
using a slide show facilitate a whole class to access a spreadsheet on teacher gives the learners
Limited
presentation. activity involving applying the class computer in order access to the class computer
Use median and mode to real to calculate the median, so that they can conduct a
life examples. mode and range of data, Skype session with a class in
then analyse the results. another country.

Maths Lit Gr 10 Proportion

A B C D
The teacher tells The teacher uses the Learners use video As part of their project
learners to access videos as a basis for conferencing tools to work requirements, learners
specific Khan deepening discussion and with other learners across decide to design interactive,
Academy videos applying the learner’s cultural boundaries to deepen game-based digital learning
High access on proportion for knowledge of proportion their knowledge of proportion activities on proportion using
homework before to different examples in in terms of cultural artefacts. coding apps.
the lesson. the man-made and natural Because of time zones, this is
environment. done after school hours.

The teacher tells The teacher uses Learners use asynchronous Working in small groups in
learners to access Khan Academy videos digital collaboration tools a computer room during
specific Khan strategically with groups during class time to work with lesson time, learners design
AWARENESS AND USE
WITH HIGHER ACCESS

Academy videos on and individuals to provide other learners across cultural multimedia teaching content
proportion during remedial support on boundaries to deepen their in which they critically
the lesson. proportion during class knowledge of proportion in evaluate the use of proportion
time terms of cultural artefacts. in architectural design.

The teacher plays The teacher plays video The teacher gains access to Learners decide to use the
a video in class of an explanation on a bank of 6 tablets and sets class computers to connect
in which another proportion and pauses the up class workstations using with an architect via Skype
teacher explains video to ask the learners Geogebra to design interactive and they ask questions about
proportion. searching questions. and analytical exercises on proportion in architectural
proportion. design as part of their project
work.

Teacher uses a Teacher uses an Teacher asks groups of Teacher gives learners free
document camera interactive whiteboard learners to access images access to class computer’s
Limited to teach about to do activities related of buildings from the class spreadsheet to input data and
Use proportion. to real life examples of computer and to analyse the theorise about proportion in
proportion. proportion of architectural nature.
features.

42
 Nat. Science and Technology. Gr 5 Energy and Electricity

A B C D
Learners access Learners apply their Learners use story telling Learners design interactive
online videos on knowledge and use a apps to tell stories about educational games that deepen
High access energy and electricity drawing app to design circuit failure and analyse their understanding of the circuit
for homework. circuits. to the problem in each case. system.

The teacher takes Learners use a bank of As part of an investigation, The learners use Internet
the learners to the tablets and a drawing groups of learners resources to research and plan
computer room to app to design and collaborate online with a model of a house with battery
access and view draw scenarios for learners in other countries operated lighting. They capture
AWARENESS AND USE
WITH HIGHER ACCESS

media about energy connecting cell wires to compare and analyse the construction process on video,
and electricity. and a light bulb. how their system of energy adding commentary to explain
and electricity work. their decision making as a group.

The teacher sets up The teacher sets up The teacher sets up work Groups of earners use publication
work stations each work stations each stations each of which software to create safety posters
of which covers of which covers covers a different safety for electricity use.
different information different scenarios scenario for energy and
sources for energy for connecting cell electricity. Learners works
and electricity. wires and a light bulb. in groups and analyse the
Learners complete Learners apply their problem, coming up with
missing words in knowledge to questions suggestions to solve issues.
worksheets. in worksheets.

The teacher uses The teacher uses an The teacher uses the The teacher gives learners
a slide show interactive simulation interactive simulation app the opportunity to create and
Limited
presentation to app to explain cells and to set up scenarios for test battery circuits using the
Use explain cells and batteries. analysis by the learners. interactive simulation app.
batteries.

Language Literature
A B C D
Learners read the Learners use a story Learners collaborate online Learners create a video
digital text for telling app to tell the story with community members who dramatisation based on a
High access homework and in their own words and identify with the issue in the set- perspective or character in the
record the sequence identify what they regard work and together they develop set-work book.
of events using a as the main themes. and publish an insightful exposé
digital timeline. on the issue.

The teacher takes The learners use the The learners set up and use Learners create blog or Facebook
the learners to the classroom bank of a Facebook page for free and pages in which they unpack their
computer room to tablets to cooperate and open conjecture by anyone emotional responses to aspects
AWARENESS AND USE
WITH HIGHER ACCESS

view video extracts communicate with each globally who has read the novel. of the novel.
and websites of the other, and with other
set-work. classes, while analysing a
scene from the novel.

Teacher uses a word The teacher sets up work Teacher shares an online Learners use the few devices
processor and data stations in class, posing interactive whiteboard space to set up Skype calls with
projector when different questions with learners online and other classes to discuss their
identifying the main regarding analysis of the together they brainstorm about perspective and reactions to the
ideas of the novel. novel for each station. a character’s traits. author’s use of language in the
novel.

Teacher uses a During the lesson, the Teacher creates an online The teacher lets learners use the
digital copy of the teacher uses search collaborative document class computer to create a wiki
Limited book to read parts functions in a digital copy that learners access over to which they will contribute
Use of the novel during of the book, to identify time, in order to contribute their collective ideas on various
the lesson. occurrences of words and perspectives about cause and topics and themes as they
ideas in the novel. effect relationships in the novel. progress through the novel.

43
 Life Science Gr 10 History of Life on Earth
A B C D
The teacher provides Learners research online and Learners each design their Learners collaborate online
learners with links create a presentation that own website with the focus to create a predictive study
to YouTube videos to responds to a simple open on unanswered questions on the introduction of a
High access watch at home while question about the origins of and investigations about species.
completing missing life in a nearby region in South key events in fossil
words in a spreadsheet. Africa. formation in their country.

The teacher takes the Learners apply what they have Learners design and send Learners design visual
class to a computer learned about fossils from the surveys to learners in other and multimedia material
room in order to access DVD and identify the geological countries to compare and to support a local fossil
AWARENESS AND USE
WITH HIGHER ACCESS

a DVD with information context of specific South analyse their responses tourism site.
about fossils. African examples. to local examples of fossil
tourism.

The teacher creates The teacher creates Learners evaluate Learners access four
work stations using the work stations using the 4 evidence of past climate workstations to contribute
4 classroom computers. classroom computers. At change, identify specific to four different wiki pages
Each workstation each workstation learners are information needs and use as they collaborate with
gives information on a presented with challenging their smartphones to find other classes in the country
different topic about questions and given access to and evaluate information to conduct an in-depth
the history of life on information that could support to fuel further discussion. investigation on key fossil
Earth. a response to the questions. examples in South Africa.

The teacher displays The teacher pauses the video The teacher plays a number The teacher connects the
a video to the class to being displayed at strategic of video extracts that were class with a coelacanth
Limited introduce the topic of moments and the learners carefully selected to fuel expert and the learners
Use the History of Life on have to apply what they have debate about theories of pose questions about
Earth. learned to a timeline that they mass extinctions. methods of dating fossils.
are constructing.

Social Science Geography Grade 7 Topic: Volcanoes

A B C D
Learners are given Learners are given a The teacher facilitates a Learners independently plan
a homework task homework task to find a session in which learners online video-conferencing
to find and review content source about the are engaged online with sessions with citizens and
digital content impact of a current volcanic responding to each other’s volcanologists of their choice,
High access sources about the eruption and to construct questions and providing in order to further their in-
impact of volcanoes. open questions about the feedback to each other. depth study of the topic.
case. They share this with a
class from that country.

Learners use a Learners watch an Learners use real-time data Learners work in groups using
bank of tablets to earthquake scene on to track and model the the 6 tablets on loan to view
access websites that YouTube and apply earthquake a video on the one computer
explain the cause of what they know about in the class. They analyse the
AWARENESS AND USE
WITH HIGHER ACCESS

volcanoes. earthquakes to this data and information they

occurrence gathered from the video and
view additional websites as
further questions arise.

The teacher guides Learners visit the computer Learners work in groups using The teacher connects the class
groups of learners room to find pictures and the 6 tablets on loan to view via Skype to a community
through a series of descriptions of volcanoes and analyse a video. They that is experiencing a volcanic
websites that explain and identify their type while view additional websites as eruption, including to a
volcanoes. The they apply what they know further questions arise. volcanologist. Learners ask
teacher does most of about volcanoes questions to support their
the talking. project work.

Teacher uses a Learners work in groups Learners work in groups and Learners work in groups
presentation with with printed worksheets take it in turns to view a video to create interactive
images to tell showing pictures of on the one computer in the digital content on volcanic
Limited class. They return to their predictions. Each group is
learners about types volcanoes and identify their
Use of volcano. type while they apply what group table to analyse the assigned time on the device.
they know about volcanoes data and information they
gathered from the video.

44
 Foundation Phase Gr 1 Measurement Length
A B C D
Learners go to the Learners go to the Small groups of learners access Learners use their devices
computer room to computer room to find photos on the Internet and to draw objects and
do drill-and-practice objects online, copy estimate the actual and relative create a voki that explains
High access exercises about and paste them, resize measurements of objects at comparative measurements.
measuring. them and compare their various distances on the photo.
measurement. They compile their findings in a
slide show presentation.

The teacher diagnoses The teacher books the The teacher books a bank Learners use the class tablet
learners and sends school’s bank of tablets of tablets so that learners bank to draw objects and
small groups to the and learners work in have an opportunity to work create a video explaining
AWARENESS AND USE
WITH HIGHER ACCESS

computer room to do pairs on an educational collaboratively with a class in comparative measurements.

remedial drill-and- app about the length of another country on comparing
practice exercises objects. their hand and feet sizes using
about measuring. informal units.

The teacher uses The teacher books the The teacher arranges a session The teacher asks the learners
the interactive 4-computer media room where learners take turns to to work in groups with four
whiteboard to and gives the learners play different games about class tablets to create a video
facilitate fun exercises rotational access to an measurement on each learning in which they demonstrate
with measurement. educational software stattion. how to measure the length
activity on ordering the of large objects.
length of objects.

The teacher uses The teacher prepares The teacher asks small groups of The learners conduct a
a laptop and data and gives the learners learners to estimate and compare show-and-tell session about
Limited projector to play a printed worksheet on object lengths using their own their measurement projects.
Use a song about comparing and ordering hand span and to take photos of The teacher uploads the
measurement to the the length of objects the objects as they do so using video and posts the link to
class. printed on the page. their cell phone cameras. the teacher of another class.

45
Appendix D – Examples of competence in digital Learning
The following indicators paint a picture of what an educator could aspire to when adopting digital tools and learning resources
to support his/her personal practice and to enhance learning. Because of the ever-changing and diverse nature of digital tools
and resources this picture can never be finished, but hopefully you will be able to fill in some of the missing spaces over time.

Depending on a teacher’s personal and work circumstances it may be possible, even preferable, to access online resources and
to give learners access to the same digital tools and learning resources.

A. Professional Growth
1. Adopt the habit of an enquiring mind regarding the educational value of using digital tools and resources.
In order to successfully develop this proficiency, you would typically:
1.1 Conduct self-initiated online research on how technologies could enhance your roles as an educator.
Examples:
- Reading web sites and other articles about how teachers use technologies.
- Searching for a video demonstration of a technology skill when you need to learn this skill.
- Reading and posting queries/questions to online discussion facilities when you are unable to find answers
to technical issues.

1.2 Conduct self-initiated online research on how digital tools and resources can impact on teaching and learning in
your subject/phase.
Examples:
- Reading web sites and other articles for teachers, teaching and learning.
- Watching videos of teachers integrating digital tools and resources in the classroom.
- Establishing a professional learning network using social media tools.
- Post queries on the Facebook page of a teacher or educational group, for example the Teaching Ideas
Facebook page.
- Participating in an online webinar.
- Attending TeachMeets (meetings held by teachers to share ideas about their teaching).

1.3 Be willing to explore opportunities, independently or with others, and not feel threatened by the use of digital
tools and resources.
Examples:
- Attending workshops that will help you broaden your understanding of what digital tools and resources
can offer you and your learners.
- Being open to new ideas.
- Persisting until you find the value of digital tools and learning resources for your learners’ benefit.
- Asking searching questions of your colleagues and professional learning network.
- Being willing to admit when you do not know something, then seeking support from others, including your
learners.

1.4 Develop an informed opinion on the value of digital tools and resources for enhancing learner attainment.
Examples:
- Avoiding venturing an opinion until you have experienced the use of digital tools and resources.
- Discussing your experiences with knowledgeable people who can help you analyse your successes or
challenges.
- Considering what you observe applying your knowledge of digital learning.

46
2. Be reflective about challenging current digital learning and teaching practice.
In order to successfully develop this proficiency, you would typically:
1.1 Pause for thought about the effectiveness of learning after each session in which you have used digital tools and
resources.
Examples:
- Observing and noting successes and challenges in achieving learning objectives with the use of digital
tools and resources during the lesson.
- Making time (within 12 hours of the lesson) to make concrete decisions about what worked well and what
you would do differently the next time.
- Asking your learners for feedback about their experience and using this feedback in your evaluation of the
lesson.

1.2 Share the outcomes of your lesson reflections (successes and challenges) with others and consider their feedback.
Examples:
- Sharing your experiences with colleagues in the subject or school staff meeting.
- Creating a blog and sharing your reflections about your teaching experiences with others.
- Sharing ideas and experiences on social media with your PLC of friends.

1.3 Evaluate your options if you have identified a need for a different approach to better engage your learners.
Examples:
- Considering different ways of configuring and assigning accountability to group members after an
unsuccessful group work session.
- Searching for digital tools and resources that could support you in a topic that is difficult to teach in an
engaging way.
- Re-designing a content-rich lecture-type lesson in a way that requires learners to use digital tools and
resources to engage with the content and build new knowledge with it.
- Using the SAMR-based questions (see Addendum C of the Framework) to analyse the impact of digital
tools and resources on learner engagement.

1.4 Implement ideas about new approaches to teaching and learning with digital tools and resources that you have
gathered, with a view to enhancing learning.
Examples:
- Designing a lesson using gamification approaches such as point scoring, competition with others, rules of
play.
- Using gaming software and/or consoles to improve literacy and/or numeracy.
- Using cell phone messages to stimulate your learners’ interest about a topic.
- Using online whiteboards, polls or survey forms to gain quick responses from the whole class simultaneously.

1.5 Use a variety of techniques to identify your developmental needs.

Examples:
- Completing the self-assessment tools and recommendations for learning pathways that accompany the
national guidelines.
- Diagnosing your needs based on your regular reflections about your teaching, possibly in conversation
with peers.
- Discussing a professional development strategy with subject colleagues, based on curiosity about a specific
learning resource that you have heard about.
- Consulting curriculum support staff about the best available professional development options accessible
to you.
- Considering feedback from a colleague who has observed a lesson.
- Developing and following a Professional Development Plan with stated needs, priorities and plans for
participation in professional development activities.

47
2. Understand the role of the teacher, the learner and the digital learning resources during digital learning.
In order to successfully develop this proficiency, you would typically:
2.1 Be aware of different approaches to teaching and learning that you could use strategically to facilitate learning.
Examples:
- Making use of group work as a strategy to engage your learners more during a class activity.
- Using word processing tools instead of pen and paper for a creative writing exercise.
- Using a video with leading questions to deepen understanding of a concept that you previously taught in
a teacher-centred way.
- Using digital resources to extend some learners and to support remedial teaching for other learners.
- Requiring learners to express themselves in non-text digital formats, such as animations, video, a comic
strip.

2.2 Set curriculum learning goals before identifying the media and resources - digital or not.
Examples:
- Writing down the lesson learning objectives first and then considering what resources could best support
their achievement.
- Rejecting educational software that does not meet learning objectives, even though it may engage learners
in different ways.
- Knowing that if learners search for information on a website and merely copy and paste the contents to
a presentation, they will not achieve the depth of understanding, nor thinking skills, that your curriculum
requires.
- Challenging your learners with a searching question or complex task before they identify their information
needs, look for information on websites and present original conclusions in response to the challenge.
- Analysing CAPS topics in your subject for ways in which digital tools and resources might help to enhance
learning outcomes.

2.3 Identifying appropriate digital tools and resources, and knowing when their use would be distracting or ineffective.
Examples:
- Using a spreadsheet if the learners are required to present and process numerical data.
- Using a flat database (pivot table) or simple functions such as COUNT in a spreadsheet, instead of a
complex relational database, if you only require simple queries of data.
- Assessing the relevance and quality of sound and graphics used in multimedia presentations of work.

2.4 Planning learner engagement that will be enhanced by the use of the digital tools and resources.
Examples:
- Using an interactive graphing application in the maths class so that learners may interact with the formulae
and predict graph outcomes.
- Using science data-probing equipment linked to a computer so that analysis of the results is possible
through visual presentation of data.
- Learners use Google Earth or Microsoft Maps to plan tourist routes in a Tourism class.
- Learners use a spreadsheet to draw up a budget in a Mathematical Literacy or Consumer Studies class.
- Casting learners in real-world roles such as a weather person who has to make predictions about rain, by
viewing photos of clouds and researching the associated weather online.
- Designing WebQuests in any subject that involve collaborative group work, real-life scenarios and extensive
use by learners of communication, collaboration, information and presentation tools.

48
3. Understand the role of the teacher, the learner and the digital learning resources during digital learning.
In order to successfully develop this proficiency, you would typically:
3.1 Attend workshops and conferences as much as your circumstances allow.
Examples:
- Seeking sponsorship to attend a national digital learning conference or the AMESA conference for maths
teachers.
- Attending international conferences and workshops for digital learning.
- Attending workshops led by curriculum support staff.
- Accepting offers of training from peers which suits your needs and interests.
- Participating in free or sponsored online courses and video conferences.

3.2 Engage in dialogue with colleagues in your institution about the integration of digital tools and resources.
Examples:
- Talking to colleagues in the staff room after school about your ideas and experiences with digital tools and
resources.
- Approaching SMT members to advocate the use of digital tools and resources in your class.
- Convincing colleagues to adopt the use of digital tools and resources.
- Offering to demonstrate a useful feature you discovered on a particular web site.

3.3 Develop an online professional learning community (PLC) of people with similar educational interests.
Examples:
- Creating a social media account and follow educational thought leaders in your field.
- Joining social bookmarking groups related to your spheres of interest.
- Joining networks for professionals.
- Creating and sharing a blog for your professional reflections.
- Curating and sharing a website for your specific subject interests.
- Sharing good experiences and challenges with the PLC.

5. Select appropriate digital tools and resources when fulfilling the roles of the educator.
In order to successfully develop this proficiency, you and your learners would typically:
5.1 Produce written communication
Examples:
- Typing your own worksheets and other documents when preparing lessons.
- Typing your own test and exam papers.
- Writing a report on an excursion or conference that you attended.
- Writing a letter to a parent.
- Learners writing essays.
- Learners recording and presenting documents to accompany project work.
- Learners writing email or letters to members of the community.

5.2 Process numerical data.

Examples:
- Recording and analysing marks from continuous assessments.
- Recording data from a science experiment and graphing the results.
- Sorting a list of learners alphabetically or in merit order.
- Using a pivot table to create a flat database of your learners and conduct queries on the data that you have
entered.
- Keeping the averages for your school cricket team.

49
 - Learners creating a budget for a school excursion.
- Learners processing collected project data.
- Learners drawing graphs based on formulae.
- Learners analysing statistics.

5.3 Support presentations with multimedia.

Examples:
- Giving an introduction to a unit of work with a multimedia presentation, including images and video clips.
- Sharing your knowledge from a conference with colleagues at a staff meeting.
- Presenting your idea for an after-school care programme to the SMT.
- Learners presenting their findings after a problem solving exercise.

5.4 Communicate and collaborate.

Examples:
- Using shared Google Drive or Microsoft One Drive documents when collecting proposals for names and
comments from staff for a special award.
- Creating a wiki for the subject department’s planning, with pages being collaboratively written and online
discussion possible on each page.
- Using an online collaborative document to write a proposal collaboratively with your colleagues.
- Learners using a wiki to record their research findings.
- Learners publishing a blog and interacting with its readers.
- Learners using a forum to discuss an issue and give feedback to each other.
- Learners and teachers using a blog or learning management system to communicate with each other and
receive feedback.

5.5 Create, publish and share content.

Examples:
- Sharing a guideline document on DropBox for downloading by your colleagues worldwide.
- Sharing photographs from a school function on Photobucket for parents to download.
- Distributing a test paper for feedback to your subject department colleagues by writing it in Google Drive/
Microsoft One Drive or uploading it to DropBox.
- Learners creating a video, uploading it to YouTube and sharing it publicly.
- Learners sharing documents on which they are collaborating using Google Drive/Microsoft One Drive.

5.6 Design graphics.

Examples:
- Downloading a labelled diagram of a leaf from the Internet, removing the labels and placing the edited
image in a class test.
- Downloading an aerial photograph from the Internet and adding labels showing different land use types.
Then using this in a presentation during a lesson.
- Learners design animations explaining a concept.
- Learners design a company badge as part of a business plan.

5.7 Design interactive learning activities.

Examples:
- Create a game-based quiz activity, such as Jeopardy, using a spreadsheet template.
- Use coding apps to design a lesson activity that illustrates a concept.
- Learners use coding apps to design a game that illustrates a concept.
- Learners use coding apps to design an interactive message on a community issue.

50
B. Curriculum Focus
6. Integrate digital tools and resources to enhance learning objectives in various learning environments.
In order to successfully aspire towards this proficiency you would typically:
6.1 Plan the strategic use of digital content resources before, during and/or after the lesson.
Examples:
- Use digital content resources to enhance learner language proficiency needs.
- Assigning learners the task of viewing a video for homework the day before the lesson, then focusing on
asking probing questions about the video in class the next day.
- Previewing a list of digital content resources and placing the links on the class blog/Facebook page for
learners to view in their own time.
- Using a video as stimulus and giving the learners questions to guide their viewing at the beginning of the
lesson.
- Selecting a video to consolidate learning. Learners view the video together at the end of the lesson.
- Identifying videos or other resources suitable for remedial purposes and assigning these as homework to
learners who have difficulty understanding the concept being taught.

6.2 Plan learner-centred access to digital tools and resources as and when appropriate.
Examples:
- Booking the computer room for a creative writing exercise using a word processor.
- Booking the school’s bank of tablets and having learners use these to search for information during a
problem-solving project in class.
- Asking learners to present their findings, after a group task, using presentation tools.
- Sharing an online collaborative document with learners so that they can use it simultaneously during a
class brainstorming activity.

6.3 Address the diverse needs of all learners and provide equitable access to appropriate digital tools and resources.
Examples:
- Using a classroom computer or tablet for remedial activities with individuals or small groups, while the
class works on more advanced exercises.
- Ensuring that boys and girls have equal access to technology devices during an activity in which several
learners have to share the use of one device.
- Installing accessibility software for a visually-impaired learner.
- Adding subtitles to a video in a class with a hearing-impaired learner.

6.4 Afford learners the opportunity to share knowledge using digital platforms.
Examples:
- Learners create blogs to share their findings from a year-long research project.
- Learners use a wiki to collaboratively produce an advocacy website about preventing abuse of women and
children.
- Learners creating a YouTube channel and uploading their drama projects.

7. Develop learners’ global awareness and understanding using communication and collaboration tools.
In order to successfully develop this proficiency, you would typically:
7.1 Design learning that addresses real-life issues aligned to the curriculum.
Examples:
- Finding a collaborative project or a class online with which your class can conduct a collaborative project.
- Designing a maths project in which learners have to evaluate the use of proportion in local architecture.

51
 The learners will use cameras, digital measuring of photographs and a spreadsheet to capture data and
analyse them. They compare their findings with classes in other countries/cultures.
- Working collaboratively with a class in south-east Asia to jointly develop an awareness strategy about the
sale of Rhino horn. Learners use video-conferencing, email and a wiki to produce their final product.

7.2 Design learning activities that require interaction or collaboration between your learners and their community.
Examples:
- Learners doing a project on water use in which they collaborate with the community to identify issues
related to water conservation and, together, develop a strategy to solve challenges.
- Coordinating class visits to old-age homes during which time learners “adopt” an elderly person and
attend to that person’s communication needs through the use of digital communication resources.
- Learners working with community leaders to develop strategies to address challenges regarding school safety.

7.3 Design learning in your class in which the learners use digital communication and collaboration tools.
Examples:
- Inviting a subject expert to address questions from your learners during a Skype video call.
- Learners conducting a Skype phone call in your classroom with the local police commander regarding their
approach to incidents of local drug abuse.
- Learners sharing their project findings with a professor from another country. The professor provides
feedback and gives guidance.
- Learners work with groups from other classes to collaboratively write a story using email, online chat or a
collaborative online document.

8. Transform learning through the innovative use of digital tools and resources.
In order to successfully develop this proficiency, you would typically:
8.1 Explore new uses for established digital tools and resources.
Examples:
- Using cell phones to access digital content.
- Using a document camera to tell a story with cut-out shapes.
- Using a digital projector with a pale linen sheet for a shadow drama show.
- Reading what teachers share about using digital tools and resources on a blog.

8.2 Explore opportunities offered by new digital tools and resources.

Examples:
- Using Xbox games to develop literacy skills.
- Using digital eye glasses to record a museum visit.
- Recording the GPS track of an environmental trail and synching this with pictures you have taken on the
trip.

8.3 Facilitate learning that was not possible before the introduction of digital tools and resources.
Examples:
- Using Skype for video calls with other classes.
- Learners creating videos and sharing them online.
- Using video to analyse a music or drama performance.
- Using online collaborative documents where peers can give feedback on learners’ writing.

52
 8.4 Understand the impact of digital tools and resources on the nature of learning.
Examples:
- Using the diagnostic self-assessment tool (a support resource for the Professional Development Framework
for Digital Learning) to analyse the impact on learning of a lesson idea that you have.
- Asking yourself the questions: “What are my learners doing differently?” and “Are they learning more
effectively?”

9. Enhance class management, assessment and feedback through the use of digital resources.
In order to successfully develop this proficiency, you would typically:
9.1 Use digital productivity tools to create and administer tests, exams and assessment tools.
Examples:
- Using a word processor to type a class test.
- Using a word processor to type a rubric and observation checklist for a class project.
- Using a spreadsheet to capture the marks for a class test and calculate the class average and individual
learner averages for the term.
- Entering assessment data on the school administration system.
- Designing and administering self-marking quizzes.
- Creating a mark book using a spreadsheet that calculates running averages and flags learners who need
encouragement and those who deserve praise.
- Providing feedback to learners using the “Review” function of the word processor.
- Providing feedback to learners by using the record function on a Microsoft One Note page.
- Setting up a self-marking quiz in a spreadsheet.

9.2 Use digital communication and collaboration tools, where appropriate, to foster formative dialogue between
learners and their teacher.
Examples:
- Setting up a learning management system (A WordPress site with LMS plugins or a Moodle) to provide
resources and manage submissions by student.
- Sharing a Google Drive or Microsoft One Drive folder to receive learner documents and comment online.
- Sharing an online storage folder on a facility such as DropBox to receive documents from learners and
comment using the review functions of the word processor.

9.3 Use digital tools and resources to design diagnostic assessment tools.
Examples:
- Setting up a Google form questionnaire online and having learners complete it.
- Using the response analysis function in Google forms to analyse the responses.
- Downloading the responses to an online form in a spreadsheet format and adding in self-marking functions.

9.4 Organise and monitor learning activities using online resources similar to a blog or learning management system.
Examples:
- Publish work outlines, lesson instructions and support materials on a blog or a learning management
system such as Obami or Moodle.
- Communicate with individuals and groups of learners regarding work progress.
- Set up and manage online assessments housed within or linked from the learning management system.
- Facilitate learner submission or publication of their work.

53
10. Integrate learners’ skills development in terms of digital literacies with curriculum-based learning.
In order to successfully develop this proficiency, you would typically:
10.1 Design integrated activities that develop the learners’ information skills, while pursuing curriculum goals.
Examples:
- Posing a challenging question about global warming (or any other topic). The learners have to group and
identify their information needs, in order to respond to the question. They assign each other tasks to find
specific information. They gather later to evaluate the information and discuss the question using the
information they have found. They draw preliminary conclusions.
- Requiring learners to access real-time data about earthquakes and to draw conclusions about the likelihood
of a volcanic eruption or tsunami.
- Assigning real-world roles to learners who have to draw up a drought action plan based on actual El Niño
data.

10.2 Design integrated activities that develop the learners’ digital literacy skills, while pursuing curriculum goals.
Examples:
- Learners from different classes worldwide using digital search tools to find information online about rhino
poaching, then using online video conferencing to pool their data, then using video camera and video
editing software to create a campaign video and, finally, creating a YouTube channel to upload and share
the products produced by the different classes.
- Learners in the Life Orientation and/or Business Studies class capturing data and stories about joblessness
and then, as a solution that they have discussed, designing an interactive website through which the issue
can be addressed, skills advertised, jobs offered, etc.

10.3 Design integrated activities that develop the learners’ media literacy skills, while pursuing curriculum goals.
Examples:
- Learners using a checklist of media literacy questions when analysing the gender bias in a TV advertisement.

10.4 Promote and model safe, legal and ethical use of digital information resources.
Examples:
- Modelling correct copyright procedures by referencing images used in a class worksheet and requiring
learners to do the same when submitting work.
- Posting online safety guidelines and reminding learners of their social responsibility to use information
ethically when conducting online research.
C. Leadership
11. Demonstrate commitment to the vision for digital learning in the province, district and school.
In order to successfully aspire towards this proficiency, you would typically:
11.1 Implement the key ideas of the Professional Development Framework for Digital Learning.
Examples:
- Completing your Professional Development Plan and identifying a specific online course for which you
register.
- Analysing your lessons to note the impact on learner engagement when you include digital tools and
resources.
- Ensuring that you allow participants to include their own teaching contexts when offering an afternoon
training session on Microsoft One Note.

11.2 Apply the provincial digital learning guidelines to your planning.

Examples:
- Making specific opportunities for learners to access and gain skills required to use technologies.
- Designing lessons that integrate numeracy skills through the use of digital tools and resources, according
to the national and provincial focus on maths.

54
 11.3 Implement the school’s strategy for digital learning.
Example:
- Ensuring that you plan to integrate digital tools and resources at least once a week, which is the
minimum target in your school digital learning plan.

12. Accept shared responsibility for planning and implementing digital learning at the school.
In order to successfully develop this proficiency, you would typically:
12.1 Participate in the formulation of school digital learning planning at your institution.
Examples:
- Volunteering to assist wherever possible in planning for digital learning at your school.
- Participating with positive intent when asked to complete a survey or add feedback to a planning
document.
- Offer your ideas to the planning team, even if you are not a member.

12.2 Evaluate your role in implementing digital learning strategies at your institution.
Examples:
- Consulting the digital learning plan regularly so that you know its contents, as the contents influence the
way in which you plan the integration of digital tools and resources.
- Taking an honest look at your attitude towards the use of digital tools and resources, and addressing the
areas of uncertainty in your mind with knowledgeable colleagues.
- Accepting responsibility when you are delegated the task of managing the booking sheet for the school’s
bank of tablets.

12.3 Be a leader in managing change related to learning with technologies.

Examples:
- Participate in the development and/or managing the implementation of a school vision building process.
- Participate in the development and/or managing the communication strategy underpinning the
implementation of the vision.
- Embracing and managing conflict that may result from changing expectations.
- Managing the development of a distributed change leadership.

12.4 Build on existing capacity in others to take on responsibilities and sustain the implementation of digital learning
at your institution.
Examples:
- Offering to support a colleague in his/her class when trying a new approach to using digital resources.
- Providing new users of tablets with an orientation session.
- Making opportunities available for colleagues to have time to meet and plan by time-tabling common
free periods.
- Delegating the responsibility of managing an aspect of the digital learning implementation process, for
example, communicating ongoing planning decisions to the staff.

13. Initiate peer support and collaborative, work-place learning.

In order to successfully develop this proficiency, you would typically:
13.1 Engage peers in exploratory conversations about using digital tools and resources.
Examples:
- Developing a peer coaching programme in your institution that focuses on peer-to-peer collaboration
and support for teaching with digital tools and resources.
- Initiating informal conversations with colleagues about your experiences with digital tools and resources.
- Meeting with peers to share ideas and planning the use of digital tools and resources in lessons.

55
 13.2 Support peers in their implementation of new ideas and approaches to using digital tools and resources.
Examples:
- Showing an interest in ideas expressed by colleagues and finding an opportunity to engage in
conversations about the ideas.
- Offering to observe a lesson with a new approach and giving feedback about your experience.
- Offering advice from your own experience or offering your technical expertise when a colleague has a
challenge with implementing a new approach using digital tools and resources.

13.3 Share knowledge and experiences of your use of digital tools and resources with your peers.
Examples:
- Regularly offering opportunities for colleagues to share their experiences with each other.
- Creating a personal blog or wiki and publishing your successfully implemented lessons and experiences.
- Sharing ideas and experiences by posting to the social media platforms that form part of your
Professional Learning Network (PLN).

Appendix E – Diagnostic Self-assessment Tool for Teachers

You can use this tool to rate yourself against the various proficiencies that teachers may aspire to when using digital tools and
resources. The broad proficiencies are:

• Professional Growth

• Curriculum Focus

• Leadership

Place an X in the column that most accurately reflects your level of agreement with each of the following statements. If you
wish, add comments in order to support your assessment or note priority needs that you may have recognised.

Educators may conduct a self-assessment of their perceived digital learning competency by using the online self-assessment
tool at https://dbe-tpd.org

56
 PROFESSIONAL GROWTH

1. Adopt the habit of an enquiring mind regarding the educational value of using digital tools and resources.

Strongly Strongly Comment – Use this column to prioritise your

Disagree Agree
Disagree Agree professional development needs and interests

1. I try to find ways in which digital tools and resources can improve teaching and
learning in my subject/phase.

2. I have developed an informed opinion on the value of digital tools and resources for
enhancing learning outcomes in my subject/phase.

3. I am open to inputs from various sources about my developmental needs as a

teacher using (or not using) digital tools and resources.

2. Be reflective about challenging digital learning and teaching practice.

Strongly Strongly Comment – Use this column to prioritise your

Disagree Agree
Disagree Agree professional development needs and interests

4. After each lesson in which I use digital tools and resources I give serious thought to
how these tools and resources enhanced the curriculum learning objectives.

5. If I experience challenges in a lesson I weigh up my options in finding a different

approach to better engage learners.

57
3. Understand the roles of the teacher, the learners and digital resources during digital learning.
Strongly Strongly
Disagree Agree Comment
Disagree Agree
6. I am generally aware of different approaches to teaching the same subject topic,
with and without technology.

7. I always define my curriculum learning objectives before considering the digital

resources that I could use.

8. I am able to make good decisions about when the use of digital tools and resources
is appropriate and when it is not.

4. Participate in local and global professional learning communities.

Strongly Strongly Comment – Use this column to prioritise your

Disagree Agree
Disagree Agree professional development needs and interests

9. I engage my colleagues at school in informal conversations about my use of digital

tools and resources.

10. I attend meetings of a local professional learning community (teachers with similar
professional interests to mine).
 11. I have joined an online professional learning community of teachers and experts in
my teaching specialties.

5. Select appropriate digital tools and resources when fulfilling the roles of the educator.

Strongly Strongly Comment – Use this column to prioritise your

Disagree Agree
Disagree Agree professional development needs and interests

12. I know the difference between a word processor, spreadsheet and presentation tool.

13. I am able to support my various roles and a teacher through my use of digital tools
and resources.

14. I have given my learners the option of using tools such as coding apps to design
learning activities.

CURRICULUM FOCUS

6. Integrate digital tools and resources to enhance learning objectives in various learning environments.
Strongly Strongly
Disagree Agree Comment
Disagree Agree
15. If available, I plan learner access to digital tools and resources as part of learning
activities.

16. If necessary, I plan the use of specialist digital resources for learners with disabilities.

58
17. I plan and encourage learner exploration and self-directed digital learning.

7. Develop learners’ global awareness and understanding using communication and collaboration tools.

Strongly Strongly Comment – Use this column to prioritise your

Disagree Agree
Disagree Agree professional development needs and interests

18. I make use of opportunities to design learning that requires collaboration between
learners and their local or global community.

19. I make use of opportunities to design learning that requires learners to use
communication and collaboration tools.

8. Transform learning through the innovative use of digital tools and resources.
Strongly Strongly
Disagree Agree Comment
Disagree Agree
20. I have explored new uses for established digital tools and resources.

21. I have explored the potential of new digital tools and resources for my subject/
phase.

22. I have explored approaches to learning with technology that were previously difficult
to achieve without technology.
 9. Enhance class management, assessment and feedback processes through the use of digital resources.

Strongly Strongly Comment – Use this column to prioritise your

Disagree Agree
Disagree Agree professional development needs and interests

23. I regularly use tools such as (but not limited to) a word processor or spreadsheet to
create and administer assessment activities.

24. At times, I use digital tools which facilitate the submission of and feedback to
learners’ documents.

25. I have managed learning through the use of social media tools or learning
management systems.

10. Integrate learners’ skills development in terms of digital literacies with curriculum-based learning..
Strongly Strongly
Disagree Agree Comment
Disagree Agree
26. I integrate activities that develop the learners’ information search and evaluation
skills while pursuing curriculum goals.

27. I always promote safe, legal and ethical use of information during teaching and
learning.

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 LEADERSHIP
11. Demonstrate commitment to the vision for digital learning in the province, district and school.
Strongly Strongly
Disagree Agree Comment
Disagree Agree
28. I have registered on the SACE CPTD points system website and completed a
professional development portfolio.
29. I have read resources that help me understand and apply the Professional
Development Framework for Digital Learning.
30. I have had conversations with colleagues about digital learning.
12. Accept responsibility for planning and implementing digital learning in the school.
Strongly Strongly Comment – Use this column to prioritise your
Disagree Agree
Disagree Agree professional development needs and interests
31. I have had a positive input to the school’s digital learning planning process.
32. I consciously try to align my teaching and learning activities to the school’s digital
learning plan.
13. Initiate peer support and collaborative, work-place learning.
Strongly Strongly
Disagree Agree Comment
Disagree Agree

60
33. I meet with peers and plan curriculum-focused lessons integrating digital tools and
resources.
34. I encourage peers when they express frustration with implementing their ideas for
integrating digital tools and resources.
35. I am in several peer-to-peer collaborative partnerships with colleagues as we plan the
integration of digital tools and resources.
Appendix F - Digital Learning Progress Rubric - Schools
The Digital Learning Progress Rubric19 is a strategic planning tool, or “roadmap,” intended to support districts and schools in the
transition to digital learning. This rubric is designed to help school teams reflect on the current stage of their transition, plan
the next steps, and track their progress moving forward.

This rubric contains three main areas: Leadership; Professional Development and Digital Learning. Each main area is broken
down into three to seven key elements (e.g., Shared Vision, Professional Development Format, Access to Digital Content, etc.).

Guide to Use

Members of a school leadership team can work individually or together to rate their school’s progress on each of the key
elements. They may rate the progress as either “Early” (the least advanced ranking), “Developing,” “Advanced,” or “Target” (the
most achieved ranking). A school may consider having different individuals or groups determine ratings separately, and then
schedule a time for all parties to come together and reach consensus for each key element score. The more data (quantitative
or qualitative, formal or informal, etc.) that can be used to inform the ranking process, the more accurate and effective the
strategic planning process will be.

To make the scoring system the most effective, the following rule should be used: all indicators (sub-bullets) within a particular
cell should be ticked for a school to give itself the particular ranking assigned to that cell (Early, Progressing, Advanced, or
Achieved). For example, if the school has achieved two of three indicators listed in the Advanced cell, then the school should
rank itself as Progressing. The school can rank itself as Advanced once it has achieved all three indicators listed. The scoring
sheet can be found in Section A.

Once a self-assessment on the rubric has been completed, the users should reflect on the results and identify priority areas
for improvement. The users might ask, “What are one to three action steps that can be taken to move closer to achieving the
desired goals?” A guide for data interpretation and transition planning can be found in Section B.

19 This rubric is adapted from the North Carolina Digital Learning Plan: Digital Learning Progress Rubric and is used with permission from the Friday
Institute for Educational Innovation, Education School, North Carolina State University.

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 LEADERSHIP
Early Progressing Advanced Achieved
• A school leadership team is being created • A school leadership team, consisting • A school leadership team, consisting of • A diverse, representative school leadership team,
for purposes of planning and leading digital of a few individuals, collaboratively many individuals, collaboratively crafts consisting of district and school leaders, teachers,
learning. crafts the vision for digital learning. the vision, goals and strategies for learners, parents, and community members,
digital learning. collaboratively crafts the vision, goals, and strategies
• A vision for digital learning has not yet been • A vision for digital learning guides for digital learning.
created. school digital education activities. • The vision, goals, and strategies for
digital learning exist as a self-contained • The vision, goals, and strategies for digital learning
• A planned effort to discuss the eventual • The school leadership team promotes initiative. are integrated as core components of the school’s
vision for digital learning with teachers and the school vision for digital learning strategic plan for digital learning.
other stakeholders has not yet been put in to teachers and parents each year. • The school leadership team occasionally
place. promotes the school vision for digital • The school leadership team consistently promotes
• School leaders communicate about learning to all stakeholders, including the school vision for digital learning to all
• There is no consistent effort to have school digital learning practices but do teachers, learners, parents, and stakeholders, including teachers, learners, parents,

Shared Vision
leaders consistently communicate about not model effective use of digital community members. and community members.
digital learning practices. resources.
• School leaders serve as lead learners for • School leaders serve as lead learners for digital
digital learning practices, and model learning practices, and model the effective use of
the effective use of high quality digital high quality digital resources.
resources.

• Digital communication tools are rarely used • Digital communication tools are • Digital communication tools are • Digital communication tools are continuously used
to provide just-in-time information about occasionally used to provide just-in- consistently used to provide just-in- to provide just-in-time information about important

62
important school activities and to connect time information about important time information about important school activities and to connect parents, community
parents, community members, and other school activities and to connect school activities and to connect parents, members and other stakeholders to the school using
stakeholders to the school using two-way parents, community members, and community members, and other ongoing, two-way communication.
communication. other stakeholders to the school stakeholders to the school using two-
using two-way communication. way communication. • All school leaders maintain a collaborative,
• School leaders do not yet maintain a digital transparent digital culture within their school, in
culture within their schools, in which • Some school leaders maintain a • Most school leaders maintain a digital which the free-flow exchange of school information
a collaborative, transparent, free-flow digital culture within their school, in culture within their school, in which a takes place among all individuals and groups in the

Collaboration
exchange of information takes place among which a collaborative, transparent, collaborative, transparent, free-flow school.

Communication &
individuals and groups in the school. free-flow exchange of information exchange of information takes place
takes place among individuals and among individuals and groups in the
groups in the school. school.
 Early Progressing Advanced Achieved
• The school has not yet considered a • The school is considering developing a • The school has a sustainability and • The school has a sustainability and scalability plan
sustainability and scalability plan for sustainability and scalability plan for scalability plan for maintaining and for maintaining and expanding digital tools and
maintaining and expanding digital services maintaining and expanding digital tools expanding digital tools and resources for resources for more learners in more contexts
for more students in more contexts. and resources for more learners in more more learners in more contexts, and it is and it continually updated with new financial
contexts, but has not yet studied financial updated with new financial projections, projections, budget items, and priority areas and
• The school has not yet developed a long- projections or budget items. budget items, and priority areas every few aligned to the school improvement plan.
term funding plan for digital teaching and years.
learning. • The school has a long-term funding plan • The school has a comprehensive long-term funding
that provides ongoing funding for digital • The school has a long-term funding plan plan that includes: ongoing funding to fully fund
• The school leadership team is not yet teaching and learning with discretionary that includes: ongoing funding for digital digital teaching and learning; leveraging multiple
considering options for supporting digital funds and accommodates refresh cycles. teaching and learning as a core operating external funding sources; and accommodating
teaching and learning through managed cost; leveraging at least one external refresh cycles, product upgrades, and expansion
services. • The school leadership considers experience funding source; and accommodating of services.
in digital learning when appointing some refresh cycles.

Sustainability
• The school is not yet considering efficiency, teachers. • The school leadership has a clear strategy
effectiveness, or the total cost of ownership • The school leadership considers experience for appointing teachers with an established
of services to be purchased. • The school is building on its existing capacity in digital learning a very important factor reputation in digital learning.
to evaluate efficiency, effectiveness, or the when appointing teachers.
total cost of ownership of digital learning. • The school consistently evaluates efficiency,
• The school occasionally evaluates effectiveness, or the total cost of ownership of
efficiency, effectiveness, or the total cost digital learning.
of ownership of digital learning.

• Responsible use guidelines are not yet in • Responsible use guidelines are in the • Responsible use guidelines have • Responsible use guidelines have been

63
place. process of being created and have not yet been adopted by the school but not communicated to all stakeholder groups.
been communicated to all stakeholder communicated to all stakeholder groups.
• School leaders have not yet adopted a groups. • School leaders have adopted and communicated
digital learning plan. • School leaders have adopted a digital a digital learning plan.
• School leaders are adopting a digital learning plan but it has not been clearly
• School and district digital learning policies learning plan, but it has not been communicated to all stakeholders as yet. • School and district digital learning plans have
have not yet been aligned. communicated to all stakeholders. been aligned and explicitly delineate the role of
• The school and district digital learning digital learning in moving the school toward the

Policy
• School and district digital technology plan have been aligned but do not clearly goals outlined in the school improvement plan.
policies are in the process of being aligned indicate the role of digital learning in
to the district digital learning plan and/or moving the school toward the goals
do not mention the role of digital learning outlined in the school improvement plan.
in moving the school toward the goals
outlined in the school improvement plan.
 Early Progressing Advanced Achieved
• The school is not yet considering continuous • School leaders are considering continuous • School leaders have begun to develop • A team of stakeholders - that includes school
improvement plans for digital learning improvement plans for digital learning continuous improvement plans for digital leadership and representatives of some other
initiatives. initiatives. learning initiatives. groups such as the district, teachers, parents,
learners, and/or community members - have
• Continuous improvement systems have not • Digital learning initiatives are seen as • Digital learning initiatives are improved developed continuous improvement plans for
yet been identified or established. separate from the rest of the teaching- every 1-2 years based on summative digital learning initiatives aligned to the school
and-learning process and little effort is results of continuous improvement data. improvement plan.
• Data related to digital learning initiatives is made regarding overall evaluation.
not yet being used or collected. • Mostly high-level data (e.g. student • Digital learning initiatives are continuously
• Limited data are being used to continuously grades and test scores) are being used to improved based on the results of the ongoing
improve the implementation of digital continuously improve the implementation

Transition
data collection process.
learning. of digital learning, but school leaders
are beginning to develop plans for the • Multiple and varied sources of data (e.g. learner
collection of more informative data. performance data, classroom observation data,
survey data, etc.) are being used to continuously
improve the implementation and impact of
digital learning.

PROFESSIONAL DEVELOPMENT
Early Progressing Advanced Achieved

64
• Professional development focuses • Professional development focuses on • Professional development focuses on • Professional development focuses on curriculum
on sharing information about digital engaging with digital technology tools and integration of digital tools and content planning and learning activities integrated with
technology tools and resources. resources. resources with curriculum objectives. digital tools and content resources.
• Professional development on pedagogy • Professional development on pedagogy in • Professional development on pedagogy in • During professional development on pedagogy in
in a digital learning environment has not a digital learning environment introduces a digital learning environment explores a digital learning environment, teachers reflect
yet been provided. digital learning frameworks (e.g. TPACK, digital learning frameworks (e.g. TPACK, on and revise their implementation of digital
SAMR,). SAMR) for the effective uses of digital learning frameworks.
• Digital learning-focused professional tools and resources to support learning
development has not yet been provided • Digital learning-focused professional • Digital learning-focused professional development

Focus
and teaching.
on content-specific strategies for development has been provided on has been provided on content-specific strategies
integrating digital tools and resources content-specific strategies for integrating • Digital learning-focused professional for integrating digital technology into the
into the curriculum. digital tools and resources into the development has been provided on curriculum for all subject areas.
curriculum for key subjects (Mathematics, content-specific strategies for integrating
Science and Language). digital technology into the curriculum for

Professional Development
more than the key subjects (Mathematics,
Science and Language).
 Early Progressing Advanced Achieved
• Professional development does not • Professional development includes • Professional development includes • Professional development includes ongoing
yet include ongoing support for digital ongoing support for digital learning ongoing support for digital learning support for digital learning through peer
learning through coaching, mentoring, through peer coaching, mentoring, and/ with peer coaching, mentoring, and observation, self-assessment, peer coaching,
or learning communities. or learning communities. professional learning communities. professional learning communities and
mentoring.
• Teachers do not share ideas about digital • Teachers seldom share ideas about digital • Teachers share ideas about digital learning
learning with their colleagues. learning with their colleagues. with their colleagues in informal ways. • Teachers frequently share ideas about digital
learning with their colleagues in structured (staff
• Teachers do not have the opportunity to • Teachers occasionally share lessons • Teachers frequently share lessons and seminar) and informal ways.
discuss digital learning in professional and activities about digital learning activities about digital learning in their
learning community meetings. through infrequent professional learning regular professional learning communities • Teachers frequently share lessons and activities
community meetings. (including subject meetings at the school). about digital learning in their regular professional

School-initiated
Early learning communities (including subject meetings
Eloping at the school and outside the school).

Professional Development
• Teachers are responsible for pursuing • The school provides some digital learning- • The school provides multiple opportunities • The school provides multiple and varied
digital learning-focused professional focused professional development - to meet the professional development opportunities to meet the individual professional
development independently. typically available after school or during needs of all teachers, including some development needs of all teachers, including
planning time. release time to allow them to participate some release time to participate in professional
• School leaders do not attend teacher in professional learning opportunities. learning opportunities.
professional development on digital • School leaders attend professional
learning. development activities on digital learning • School leaders participate in professional • School leaders participate in professional
with their teachers. development on leading digital learning development on leading digital learning

65
• The school is not fully aware of the CPTD initiatives. initiatives, including evaluating authentic digital
points of teachers and the submission • The school is aware of the accumulation learning.
of activity summaries to the SACE CPTD of CPTD points by teachers but does not • The school encourages, but does not

Participation in
System. actively encourage it. monitor, the accumulation of CPTD points • The school monitors and encourages the
by teachers and the submission of activity accumulation of CPTD Points by teachers and
summaries to the SACE CPTD System. the submission of activity summaries to the SACE

Professional Development
CPTD System.
 DIGITAL LEARNING
Early Progressing Advanced Achieved
• Shifts in the teacher’s role in a digital • Shifts in the teacher role in a digital learning • Shifts in the teacher role in a digital • Shifts in the teacher role in a digital learning
learning environment (in which teachers environment, in which teachers do more learning environment, in which teachers environment, in which teachers do more
do more facilitation) are not yet being facilitation, are evident in some teachers. do more facilitation, are widely evident facilitation, are driven at the school level and are
addressed. but not part of the digital learning plan. part of the digital learning plan.
• Few teachers demonstrate proficiency
• Teachers do not demonstrate proficiency with the teacher competencies for digital • Many teachers demonstrate proficiency • All teachers demonstrate proficiency with the
with the teacher competencies for learning. with the teacher competencies for digital teacher competencies for digital learning.

Teacher Role
digital learning. learning.

• Learners do not participate in digital • Learners have a few opportunities to • Learners have many opportunities to • Learners have consistent opportunities to
learning activities that develop deep participate in digital learning activities that participate in digital learning activities participate in digital learning activities that
learning skills. integrate deep learning skills. that integrate deep learning skills. integrate deep learning skills.1
• Learners do not have the ability to use • Learners have a few opportunities to use • Learners have many opportunities to use • Learners have consistent opportunities to use
digital tools and resources and digital digital tools and resources and digital digital tools and resources and digital digital tools and resources and digital content
content resources to select their own content resources to select personalized content resources to select personalized resources to select personalized learning paths

Activities
learning paths. learning paths, based on their learning learning paths, based on their learning based on their learning differences.

Learner-centred
differences. differences.

• Learners do not have access to digital • Learners have few opportunities to access • Learners have many opportunities to • Learners have anytime/anywhere access to digital
content and resources. digital content and resources. access digital content and resources. content and resources.

66
• Teachers do not have access to digital • Teachers have few opportunities to • Teachers have consistent opportunities • Teachers have anytime/anywhere access to digital
content and resources for instructional access digital content and resources to access digital content and resources content and resources for instructional use
use in the learning environment. for instructional use in the learning for instructional use in the learning throughout the entire school.
environment. environment.
• Parents do not have access to teacher- • Parents have consistent access to all teacher-

Access to
generated and curated digital content. • Parents have few opportunities to access • Parents have many opportunities to generated and curated digital content and the

Digital Content
teacher-generated and curated digital access all teacher-generated and curated work submitted by the learners.
content. digital content.

• Multiple and varied assessments are not • Multiple and varied assessments to • Multiple and varied assessments to • Multiple and varied assessments are embedded
yet in place. identify classroom-level needs for higher identify needs for higher attainment are into teaching and learning, and are used to
attainment are not widely used. embedded into teaching and learning. identify individual learner needs and strengths for
• A few teachers use multiple and varied higher attainment.
assessments as indicators of learning. • Most teachers use multiple and varied • The school encourages and supports the
assessments as indicators of learning. use of multiple and varied assessments • The school’s digital learning plan requires the use
• Rubrics that measure the deep learning as indicators of learning, but this is not of multiple and varied assessments as indicators
skills required for problem solving, • Rubrics that measure the deep learning included in the digital learning plan. of learning.
communication and collaboration are skills required for problem solving,
not yet in place. communication and collaboration across • Rubrics that measure deep learning • Rubrics that measure deep learning skills

Assessment
content areas are in place in individual skills required for problem solving, required for problem solving, critical thinking,
classrooms. communication and collaboration are in communication, collaboration, and creativity are
use across content areas across subject in use across subject areas.
areas.
Section A: Scoring Sheet
School Name: _________________________________________ Date Rubric Completed: _________________
School Leaders: _________________________________________________________________________________________
Teachers: ______________________________________________________________________________________________
Other: ________________________________________________________________________________________________

Enter the identified ranking or “score” into the blank boxes below each key element name, and calculate the overall score
(e.g. 16 out of 28 possible points or 16/28): Early = 1 Progressing = 2 Advanced = 3 Achieved = 4

Leadership Comments
Shared Vision Communication Sustainability Policy Transition
& Collaboration

Overall Leadership Score

(SUM/20):

Professional Development Comments

Professional Development School-initiated Participation in
Focus Professional Development Professional Development

Overall Professional Devel-

opment Score (SUM/12):

Digital Learning Comments

Teacher Role Learner-centred Access to Digital Assessment
Activities Content

Overall Digital Learning

Score (SUM/16):

Overall School Digital Plan Progress Rubric Score /48

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Section B. Data Interpretation Guide
Analysis for strategic planning is the process of breaking down and examining data to
understand project implementation or impact. Before meaningful decisions can be made,
it is necessary to understand what the data shows, by manipulating it in thoughtful ways.
Analysis bridges the gap between collecting data and interpreting the data for monitoring
and adjusting a project. Interpretation - the next phase in strategic planning - is the process
of determining “what the data mean”— an important activity between the analysis of data
and the making of decisions for next steps.

PHASE GUIDING QUESTIONS

• Are your rubric results what you expected?
• Any surprises? Why?
Explore • Any disappointments? Why?
• Do you see any alignment or inconsistencies between the rubric results and other data you have?
Why do you think this is the case?
Identify 3-4 questions that emerge as you review your data.

• What do the results mean? How would you summarize the data?
• What is working really well in your school? What is not?
Interpret • What are the critical points or trends you saw in the data?
• At your school, who needs to be involved in a discussion about this data? How can you engage
teachers and other stakeholders?
Document at least 3 take-aways from your review of your data.

• What does this rubric data tell you about efforts you should prioritize now and in the next school
year?
Act • What changes are you going to make based on this data?
• How do these data inform your school improvement planning?
Identify two things you should do based on the data and who in your district should be involved in next steps.

• How should you share your interpretation of the data with: staff, parents, the School Governing Body?
• Who should have this information?
Share • How can your data support current or ongoing initiatives in your school?
• What is your vision for getting additional input as you go through the planning process?
Note how and with whom this data should be shared.

• What local data do you already have available?

• What new data do you need to collect?
Collect • What about data on the effectiveness of teaching and learning?
• What about comments from teachers and learners?
List other data you already have available and additional data that you need.

(Footnotes)
1 “Deep Learning” is defined in the Professional Development Framework for Digital Learning as activities that align with the 7 cross-curricular aims listed in
the CAPS.

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