Digital Fundamentals
Professional Learning Course – Free for Level 4 Teachers
“The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn”
– Toffler, 1970
EP understands the power of effective learning design, providing lessons that involve careful scaffolding, engaging images and videos, a wide variety of knowledge checks interleaved throughout and opportunities for extended thinking.
This course can be accessed for free by Level 4+ Education Perfect Teachers (view more information about our Teacher Certification program here).
If you have further questions please email [email protected].
Course Overview
The Digital Fundamentals course is a collaboration between Fourth Rev and Education Perfect. The course contains four modules, each representing approximately 2 hours of learning and activities.
Leadership in the Digital Economy
Building a Design Mindset
Technology Drivers of the Fourth Industrial Revolution
Leading Digital Education Innovation
Watch FourthRev co-founder, Omar de Silva, discuss the Digital Fundamentals course
“It’s a fantastic all-round course for you to develop the skills, the confidence, the knowledge, the understanding, to provide for your students a digitally focused curriculum and learning outcome.”
The Digital Fundamentals course can be completed in a group or individually (free for Level 4+ EP Teachers). EP’s powerful feedback and peer review tools can be utilised to provide a collaborative and engaging learning experience for participants. Participants will be supported to create an individual or school-wide action plan for digital transformation.
Click the images to download our course guides
EP Accredited Training
On completion, participants receive an EP accredited certificate and digital badge.
AITSL Standards
The course can be used as evidence for the following AITSL Standards
Focus Area 1.1 – Physical, social and intellectual development and characteristics of students
Graduate
Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
Proficient
Use teaching strategies based on knowledge of students’ physical, social and intellectual development and characteristics to improve student learning.
Highly
Accomplished
Select from a flexible and effective repertoire of teaching strategies to suit the physical, social and intellectual development and characteristics of students.
Lead
Lead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn.
Focus Area 1.2 – Understand how students learn
Graduate
Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
Proficient
Structure teaching programs using research and collegial advice about how students learn.
Highly
Accomplished
Expand understanding of how students learn using research and workplace knowledge.
Lead
Lead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn.
Focus Area 2.6 – Information and Communication Technology (ICT)
Graduate
Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
Proficient
Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.
Highly
Accomplished
Model high-level teaching knowledge and skills and work with colleagues to use current ICT to improve their teaching practice and make content relevant and meaningful.
Lead
Lead and support colleagues within the school to select and use ICT with effective teaching strategies to expand learning opportunities and content knowledge for all students.
Focus Area 3.3 – Use teaching strategies
Graduate
Include a range of teaching strategies.
Proficient
Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.
Highly
Accomplished
Support colleagues to select and apply effective teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.
Lead
Work with colleagues to review, modify and expand their repertoire of teaching strategies to enable students to use knowledge, skills, problem solving and critical and creative thinking.
Focus Area 3.4 – Select and use resources
Graduate
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Proficient
Select and/or create and use a range of resources, including ICT, to engage students in their learning.
Highly
Accomplished
Assist colleagues to create, select and use a wide range of resources, including ICT, to engage students in their learning.
Lead
Model exemplary skills and lead colleagues in selecting, creating and evaluating resources, including ICT, for application by teachers within or beyond the school.
Focus Area 4.1 – Support student participation
Graduate
Identify strategies to support inclusive student participation and engagement in classroom activities.
Proficient
Establish and implement inclusive and positive interactions to engage and support all students in classroom activities.
Highly
Accomplished
Model effective practice and support colleagues to implement inclusive strategies that engage and support all students.
Lead
Demonstrate and lead by example the development of productive and inclusive learning environments across the school by reviewing inclusive strategies and exploring new approaches to engage and support all students.
Focus Area 4.4 – Maintain student safety
Graduate
Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
Proficient
Ensure students’ wellbeing and safety within school by implementing school and/or system, curriculum and legislative requirements.
Highly
Accomplished
Initiate and take responsibility for implementing current school and/or system, curriculum requirements to ensure student wellbeing and safety.
Lead
Evaluate the effectiveness of student wellbeing policies and safe working practices using current school and/or system, curriculum and legislative requirements and assist colleagues to update their practices.
Focus Area 4.5 Use ICT safely, responsibly and ethically
Graduate
Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
Proficient
Incorporate strategies to promote the safe, responsible and ethical use of ICT in learning and teaching.
Highly
Accomplished
Model, and support colleagues to develop, strategies to promote the safe, responsible and ethical use of ICT in learning and teaching.
Lead
Review or implement new policies and strategies to ensure the safe, responsible and ethical use of ICT in learning and teaching.
Focus Area 6.2 – Engage in professional learning and improve practice
Graduate
Understand the relevant and appropriate sources of professional learning for teachers.
Proficient
Participate in learning to update knowledge and practice, targeted to professional needs and school and/or system priorities.
Highly
Accomplished
Plan for professional learning by accessing and critiquing relevant research, engage in high quality targeted opportunities to improve practice and offer quality placements for pre-service teachers where applicable.
Lead
Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers.
