Part A: Digital Literacy in a Secondary Science educational context
Digital literacy is a critical professional capability, as digital technologies are deeply embedded in students’ learning environments and everyday lives. Teachers are therefore required not only to use educational technologies competently, but to make informed pedagogical decisions about when, why, and how digital tools are integrated to support learning (ACARA 2022). In science education contexts, digital technologies enhance inquiry-based learning, data analysis and handling, and collaboration within student practical groups.
Technology alone does not improve learning outcomes; rather, learning is enhanced when digital tools are used intentionally and aligned with pedagogical goals (Howell & McMaster, 2022). This demonstrates the importance of teachers developing professional knowledge that extends beyond technical proficiency understanding of how ICT can deepen conceptual understanding and promote critical and creative thinking. Clear goals for digital literacy are essential for developing digital literacy, in order that the technologies are used correctly, resulting in substitution rather than meaningful learning enhancement.
Teachers also hold a professional and ethical responsibility to ensure that students engage with digital technologies safely and ethically. Blannin (2022) emphasises that educators play a crucial role in modelling appropriate digital behaviour and directly teaching online safety, digital wellbeing, and ethical participation. In secondary school, where students increasingly engage with various online platforms and emerging technologies, including AI, this responsibility is becoming more and more significant.
Developing targeted digital literacy goals supports effective teaching practice, aligns with curriculum and professional standards, and ensures that educational technologies are used to enhance learning.
My Professional Learning plan:
Goal: Design ICT-rich science learning tasks that move beyond substitution or ‘chunking’
Timeline:
Week 2: Understand SAMR model and analyse examples of ICT use in secondary science online.
Week 3: Select suitable tool for science inquiry
Week 4: Redesign an existing science lesson to incorporate this digital tool.
Success Criteria: Able to clearly justify ICT use beyond substitution and demonstrate how the task enhances scientific inquiry, analysis, or conceptual understanding.
Goal: Strengthen my capacity to teach digital safety, ethics, and responsible ICT use
Timeline:
Week 2: Identify relevant eSafety resources and review school ICT policies.
Week 3: Draft a short learning activity incorporating digital safety and an ethical discussion into a science lesson.
Week 5: Review and refine the activity through peer feedback.
Success Criteria: Completed learning activity that explicitly addresses digital safety, ethical ICT use, and responsible online behaviour.
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Goal: Develop my own foundational understanding of how digital systems operate (Code)
Timeline:
Week 2: Explore introductory coding and digital systems tutorials relevant to education.
Week 4: Apply learning by experimenting with basic code or AI-assisted tools in a controlled task.
Week 6: Reflect on how this understanding informs my use of ICT in teaching.
Success Criteria Demonstrated ability to explain basic coding concepts and critically evaluate AI-generated or code-based outputs, evidenced through reflection or lesson planning.
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