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Digital Learning Framework Planning Resources

To access the interactive Digital Learning Framework select an option below.

Digital Learning Planning

The Digital Learning Framework has been developed to assist schools in effectively embedding digital technologies into teaching and learning. It provides clarity for school leaders and education providers in how to create a shared vision for how technology can best meet the needs of all learners.

This website provides a range of resources to support schools in this process, including a dedicated video channel (below) and an interactive version of the Digital Learning Framework.

Additional resources include face to face seminars (accessed via your local Education Centre ) and a PDST Technology in Education online course

Ciara O'Donnell, Director of the Professional Development Service for Teachers, delivers the opening address at the launch of the Digital Learning Framework in Croke Park, Dublin 26th October 2017.

Minister for Education and Skills, Richard Bruton T.D. delivers the closing address at the launch of the Digital Learning Framework in Croke Park, Dublin 26th October 2017.

Background & Context

Tony Weir, Senior Inspector in the DES, explains the policy context of the DLF and how it can be used by schools, groups of teachers, and individual teachers to improve their practice.

Constructivism & the DLF

Prof Deirdre Butler, DCU Institute of Education, outlines what digital learning could look like in the classroom.

The Digital Learning Framework has been developed to assist schools in effectively embedding digital technologies into teaching and learning.

Getting Started

In this clip, the staff of St Mary’s Convent NS discuss their reasons for getting involved with the Digital Learning Framework, the areas they will focus on in their digital learning planning, and what they hope to achieve.

The staff of Ratoath College discuss their reasons for getting involved with the Digital Learning Framework, the areas they will focus on in their digital learning planning, and what they hope to achieve.

The staff of Bray School Project discuss their reasons for getting involved with the Digital Learning Framework, the areas they will focus on in their digital learning planning, and what they hope to achieve.

In this clip, the staff of Gort Community School discuss their reasons for getting involved with the Digital Learning Framework...

Putting the Digital Learning Plan into Action: Gort Community School

In this clip, the staff of Gort Community School talk about the actions they took to implement their digital learning plan.

Evaluating the Digital Learning Plan: Gort Community School

In this clip, the Principal and staff of Gort Community School look back on their experience of developing and implementing their first digital learning plan.

Putting the Digital Learning Plan into Action: Bray School Project NS

In this clip, the staff of Bray School Project NS talk about the actions they took to implement their digital learning plan.

Evaluating the Digital Learning Plan: Bray School Project NS

In this clip, the Principal and staff of Bray School Project NS look back on their experience of developing and implementing their first digital learning plan.

Putting the Digital Learning Plan into Action: Ratoath College

In this clip, the staff of Ratoath College talk about the actions they took to implement their digital learning plan.

Evaluating the Digital Learning Plan: Ratoath College

In this clip, the Principal and staff of Ratoath College look back on their experience of developing and implementing their first digital learning plan.

Putting the Digital Learning Plan into Action: St Mary’s Convent NS

In this clip, the staff of St Mary’s Convent NS talk about the actions they took to implement their digital learning plan.

Evaluating the Digital Learning Plan: St Mary’s Convent NS

Digital learning planning cycle.

The Digital Learning Planning Cycle consists of six steps. These steps provide a process for schools and individual teachers to engage in when reviewing and formulating a plan to enhance their DL practices.

The first three steps are the investigation phase while steps 4 to 6 focus on the creation, implementation and evaluation of the DL Plan.

For more information, click on each of the six steps in the Digital Planning cycle graphic.

Identify focus

The school*should firstly familiarise itself with the DL Framework. Having reviewed the domains and standards, the school should identify the standard(s) on which it wishes to focus. It is not recommended that a school will focus on all 32 standards, but instead identify a sub-set that is relevant to the school.

Gather evidence

Having identified their digital learning focus, the school carefully considers the standards and statements of practice from their chosen area and commences the gathering of evidence which demonstrates the level the school is currently operating at. While the DL Framework has articulated what “effective” or “highly effective” practice might look like for each standard, the school may decide they are not yet operating at either of these levels. This judgement should be informed by the evidence gathered.

Evidence can be both quantitative and qualitative, gathered from a range of sources that includes teachers, students, parents, management, classrooms and other relevant sources.

Analyse and make judgements

Having gathered data from a range of sources, the school analyses the information and benchmarks it against the statements of practice being evaluated.

Having collected all the necessary evidence, the school then draws conclusions and makes judgements in relation to how existing practices compare with the statements of effective and highly effective practice in the DL Framework. Schools should use these statements as a benchmark to judge their own performance and to determine their strengths and there are aspects of their work that need to be improved or developed.

Write and Share Digital Learning Plan

Having analysed the data and made a series of judgements in relation to their digital learning practices, the school creates their DL Plan. The plan should provide the basis for discussion and reflection amongst teachers, management and others in relation to the role of digital technologies in the chosen focus area.

The Digital Learning Plan consists of two parts:

• Part 1 articulates the vision for the use of digital learning technologies and outlines the current situation with regard to digital learning.
• Part 2 describes how the DL practices will be improved over a specified time-period.

Put improvement plan into action

Having created a DL Plan the school should begin implementing the identified actions. All relevant personnel should be aware of the actions that need to take place at individual teacher, class, subject department and whole-school level. These actions should become part of the normal teaching and learning process.

Monitor actions and evaluate impact

The actions must be monitored on an ongoing basis to evaluate their impact on learning, teaching and assessment practices.

The school will need to decide: • How monitoring will be organised and carried out • Who will be responsible for monitoring13 • How progress will be determined and reported • When and to whom progress will be reported (for example at staff meeting, planning meetings, board meetings) • If targets and actions are realistic or need to be changed.

The active engagement of school leaders and teachers in the ongoing and systematic monitoring of the DL Plan is essential. The evidence gathered, as a result of ongoing monitoring, should inform and influence the next phase of the DL Plan, or could lead to the identification of a new aspect of digital learning that the school focuses upon. Ultimately the goal for the school is to enhance their DL practices in all areas of school life and this should be an ongoing activity.

Tools & Resources

Leagan leasaithe teimplead an plean foghlama digiteach 2023.docx, revised digital learning template 2023.docx, digital strategy for schools.pdf, contingency planning for digital learning.docx, linking school and home _ post-primary.pdf, linking school and home _ primary.pdf, scot - analysis template.docx, dl framework (post-primary).pdf, dl framework (primary).pdf, digital learning planning guidelines.pdf.

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Getting Started with Digital Technologies in Your School

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31st August 2022

The PDST Technology in Education team offers a wide range of support to assist teachers, principals or DT Coordinators to embed digital technologies into their schools. Here you will be signposted to the supports available including Internet Safety, Technical Support, Online Courses, Good Practice Videos and much more.

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Online Courses

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Opportunities for professional learning

Oide Technology in Education provides a wide array of professional learning opportunities to teachers through its online courses, good practice videos, webinars, online learning resources and courses in Education Centres. Bespoke school support is provided by Oide Digital Technologies Professional Learning Leaders.

View, enrol in and access our self-paced, teacher professional learning online courses. Certified, term-time and summer courses are available, free of charge. Course content is developed specifically for Irish schools by practising teachers and Oide Professional Learning Leaders.

Access our library of good practice videos. Filmed in Irish classrooms and schools and showcasing examples of effective use of digital technologies to support learning, they are ideal for use in a staff meeting or for inspiration when planning lessons.

Digital skills tutorials created by teachers for teachers. The tutorials focus on tools and applications we see schools using, and demonstrate the skills you need to use the tools in the classroom.

What is Artificial Intelligence (AI)? What are the considerations for the use of AI in primary and post primary schools? The AI for Schools section deals with many of these questions and signposts relevant resources for schools.

Resources, supports and information on planning and embedding digital learning in your school. Video interviews from digital leaders and case studies from schools across the country give insight and ideas for embedding digital learning in the classroom.

Digital Technologies Professional Learning Leaders offer tailored support to primary and post-primary schools in the application of digital technologies to teaching, learning and assessment. Professional Learning Leaders guide schools to develop a digital learning plan and provide CPD where appropriate.

Oide Technology in Education provides face to face courses and workshops through the network of Education Centres around the country. Courses are delivered by experienced tutors and focus on the embedding of digital technologies in teaching, learning and assessment.

Explore our digital learning webinars, recorded by the Oide Digital Technologies team. Topics include how to engage with the Digital Learning Framework, blended learning approaches and many other digital learning strategies.

Information on coding courses available for teachers, how you can access coding resources and get involved in coding initiatives, and ideas on how to embed coding and computational thinking into your practice.

A set of toolkits exploring blended learning from the planning to practice stages and offering advice to teachers and school leaders.

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Good practice video repository for teachers and school leaders in Ireland

by Madeleine Murray , PDST Technology in Education, Ireland.

As the Irish Ministry of Education’s agency for digital learning in primary and post primary schools, PDST Technology in Education’s remit is supporting the national Digital Strategy for Schools to 2027 . This strategy is a continuation of the previous Digital Strategy for Schools and builds upon recent developments in digital learning planning and innovation in Irish schools.

Teacher Professional Learning Opportunities

One of the many objectives of the national strategy is to ‘support teachers to strengthen their confidence and competence in using digital technologies in teaching, learning and assessment’.

PDST Technology in Education supports this objective by providing:

• a wide range of online courses for teachers in digital learning
• bespoke in-school support by skilled digital technology advisors (all experienced teachers)
• face to face workshops in the network of 21 education centres around Ireland

We also provide a library of short classroom based videos referred to as videos of good practice . These videos showcase effective uses of digital technologies in teaching, learning and assessment in Irish schools.

Good Practice Videos

Over 100 videos are now available, hosted both on a dedicated Vimeo channel and on a dedicated page on our PDST Technology in Education website . 

Teachers and school leaders use and share the videos in a variety of contexts, including:

• staff meetings to inspire and provide examples of effective use
• subject and curriculum planning activities
• digital learning team meetings and discussions.

Videos are also integrated as examples of practice into our online and face to face courses, and shared with educational partners for their programmes.

Finding Relevant Videos

The full redesign of our PDST Technology in Education website in 2021 provided an opportunity to plan a new interface that would address some of the shortcomings of our original website. 

With the growth of our good practice library users were reporting issues with how they were displayed on our website, including being overwhelmed by the large number of videos available and having difficulty finding a video relevant to their specific context

As part of the planned redesign of our website we made it a priority action to provide an improved user experience, so that teachers and school leaders could quickly find videos of relevance to their own context. 

New Database & Interface

We addressed the usability issues firstly by creating a new good practice video database, incorporating the following headings:

• School level (primary or post primary)
• Mapping to the Digital Learning Framework
• Topic/s covered (tags)
• Descriptions of each video
• Language (whether in Irish or English) 

With our website designers’ help we designed a simple and intuitive interface allowing users to use filters to find the most relevant videos for their context. The design is in keeping with the overall design approach for the new website. 

We launched the new website in April 2022 and initial feedback from users has been positive. We plan to conduct a usability review later in 2023 to identify further areas of improvement. 

Growing the collection of videos

Of course there would be no good practice videos without the amazing Irish schools who allow us to capture and share their practice with others. 

Our digital technology advisors who provide in school support continue to identify schools of interest for future videos. We are always on the lookout for schools who demonstrate effective digital learning planning practices and/or new and innovative approaches to the use of technology to enhance learning. 

We hope to continue to develop this key resource into the future and to encourage its use both as a formal and informal professional learning resource. 

Madeleine Murray

National Coordinator – CPD Design

PDST Technology in Education, Ireland

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Online Digital Summer Courses

Online Summer Courses - Primary

Now enrolling! Places are available on two online summer courses from  PDST Technology in Education .

  Both courses are approved for EPV days and are provided free of charge.

The courses are:

• Digital Video in the Primary Classroom, July 1-20.  This course aims to enable teachers to use digital video to enhance teaching practice. From finding existing digital video resources, to creating your own digital video project, the course provides a range of practical strategies that you can adopt in your own classroom to enhance your practice and improve your skills.
• An Introduction to Digital Citizenship Education (Primary), August 3-19.  As the online environment becomes an increasingly integral part of young people’s lives, digital citizenship education plays a vital role. This new and engaging online course will help you to understand digital citizenship and show you how to teach and model digital citizenship in your classroom and your school.

For information and to enrol (with your Scoilnet account), please go to  this link on TeacherCPD.ie .

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Teaching About Technology in Schools Through Technoskeptical Inquiry

June 3, 2024 | victorialynn | Harvard Educational Review Contributors , Voices in Education

By Jacob Pleasants, Daniel G. Krutka, and T. Philip Nichols

New technologies are rapidly transforming our societies, our relationships, and our schools. Look no further than the intense — and often panicked — discourse around generative AI , the metaverse , and the creep of digital media into all facets of civic and social life . How are schools preparing students to think about and respond to these changes?

In various ways, students are taught how to use technologies in school. Most schools teach basic computing skills and many offer elective vocational-technical classes. But outside of occasional conversations around digital citizenship, students rarely wrestle with deeper questions about the effects of technologies on individuals and society.

Decades ago, Neil Postman (1995) argued for a different form of technology education focused on teaching students to critically examine technologies and their psychological and social effects. While Postman’s ideas have arguably never been more relevant, his suggestion to add technology education as a separate subject to a crowded curriculum gained little traction. Alternatively, we argue that technology education could be an interdisciplinary endeavor that occurs across core subject areas. Technology is already a part of English Language Arts (ELA), Science, and Social Studies instruction. What is missing is a coherent vision and common set of practices and principles that educators can use to align their efforts.

To provide a coherent vision, in our recent HER article , we propose “technoskepticism” as an organizing goal for teaching about technology. We define technoskepticism as a critical disposition and practice of investigating the complex relationships between technologies and societies. A technoskeptical person is not necessarily anti-technology, but rather one who deeply examines technological issues from multiple dimensions and perspectives akin to an art critic.

We created the Technoskepticism Iceberg as a framework to support teachers and students in conducting technological inquiries. The metaphor of an iceberg conveys how many important influences of technology lie beneath our conscious awareness. People often perceive technologies as tools (the “visible” layer of the iceberg), but technoskepticism requires that they be seen as parts of systems (with interactions that produce many unintended effects) and embedded with values about what is good and desirable (and for whom). The framework also identifies three dimensions of technology that students can examine. The technical dimension concerns the design and functions of a technology, including how it may work differently for different people. The psychosocial dimension addresses how technologies change our individual cognition and our larger societies. The political dimension considers who makes decisions concerning the terms, rules, or laws that govern technologies.

To illustrate these ideas, how might we use the Technoskeptical Iceberg to interrogate generative AI such as ChatGPT in the core subject areas?

A science/STEM classroom might focus on the technical dimension by investigating how generative AI works and demystifying its ostensibly “intelligent” capabilities. Students could then examine the infrastructures involved in AI systems , such as immense computing power and specialized hardware that in turn have profound environmental consequences. A teacher could ask students to use their values to weigh the costs and potential benefits of ChatGPT.

A social studies class could investigate the psychosocial dimension through the longer histories of informational technologies (e.g., the printing press, telegraph, internet, and now AI) to consider how they shifted people’s lives. They could also explore political questions about what rules or regulations governments should impose on informational systems that include people’s data and intellectual property.

In an ELA classroom, students might begin by investigating the psychosocial dimensions of reading and writing, and the values associated with different literacy practices. Students could consider how the concept of “authorship” shifts when one writes by hand, with word processing software, or using ChatGPT. Or how we are to engage with AI-generated essays, stories, and poetry differently than their human-produced counterparts. Such conversations would highlight how literary values are mediated by technological systems . 

Students who use technoskepticism to explore generative AI technologies should be better equipped to act as citizens seeking to advance just futures in and out of schools. Our questions are, what might it take to establish technoskepticism as an educational goal in schools? What support will educators need? And what might students teach us through technoskeptical inquiries?

Postman, N. (1995). The End of Education: Redefining the Value of School. Vintage Books.

About the Authors

Jacob Pleasants is an assistant professor of science education at the University of Oklahoma. Through his teaching and research, he works to humanize STEM education by helping students engage with issues at the intersection of STEM and society.

Daniel G. Krutka is a dachshund enthusiast, former high school social studies teacher, and associate professor of social studies education at the University of North Texas. His research concerns technology, democracy, and education, and he is the cofounder of the Civics of Technology project ( www.civicsoftechnology.org ).

T. Philip Nichols is an associate professor in the Department of Curriculum and Instruction at Baylor University. He studies the digitalization of public education and the ways science and technology condition the ways we practice, teach, and talk about literacy.

They are the authors of “ What Relationships Do We Want with Technology? Toward Technoskepticism in Schools ” in the Winter 2023 issue of Harvard Educational Review .

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Fall semester 2024, spring semester 2025.

'Their eyes light up': Athens high school film production course prepares students for jobs

When Michael Bosby was hired to teach film and video at Athens Community Career Academy (ACCA), his classroom had one camera, a few outdated computers and nowhere to film. On April 24, Michael's Audio and Video Technology and Film program officially became CTE (career and technical education) certified with the Georgia film industry, which means that his students will meet state requirements to join the workforce right out of high school.

Bosby joined the ACCA staff in 2017 after having worked as a manager of a Chicago TV station. Once he realized that he would be essentially building the school's film program from the ground up, Bosby spent his first year making sure his students would be working with up-to-date equipment that would give them a competitive edge in the industry. During Michael's second year teaching, he was told that he had five years to get his class certified.

"I've been really blessed with the support that ACCA has given me, because I've spoken to teachers at conferences that don't have that," Bosby told the Banner-Herald. "I've heard horror stories from film and video instructors who are trying to start their programs with 70 students and one camera."

More in local film: After a two decade absence, the Athens Film Festival is getting a reboot.

Bosby's wife, educator Jacqueline Bosby, told the Banner-Herald that Michael's film course has received donations from The Athens Printing Company, Houseman Services, GEO Hydro Engineers, Joynt Production Network, Express H.O.M.E. Program and Athens-Clarke County Commissioner Ovita Thornton.

In addition to helping Michael Bosby build the film program at ACCA, Jacqueline Bosby created a Georgia state-required website with links to examples of the ways that the curriculum measured up in five standard categories: organization and administration, learning resources, students, instructional staff, and facilities and equipment.

Bosby's Audio and Video Technology and Film course is available for 10th-, 11th- and 12th-grade students in the Clarke County School District. It is divided into three one-credit courses, which Bosby teaches at ACCA, Cedar Shoals High School and Clarke Central High School. Bosby said that there are currently more than 50 students on the wait list for his course at both high schools.

When asked what it meant to be certified, Bosby said that it shows value for the school and the program, and it tells professional companies that students who complete the courses are ready to work or to go on to college-level production classes.

Though Bosby is proud of how impressed the Georgia film industry representatives were when they visited his classroom for assessment, his biggest feelings of accomplishment happen when elementary and middle school kids come into ACCA for tours.

"When those students walk in the door of my classroom, their eyes light up because they've never seen anything like this," said Bosby. "I love hearing the surprised sounds and comments that they make. And when it's time for them to leave, the kids talk about how excited they are to be able to take these courses in the future."

To learn more about the ACCA's Audio and Visual Technology and Film Pathway, visit clarke.k12.ga.us/Page/4240 .

Lights! Camera! Athens!: A major motion picture is shooting at Athena Studios. Here's what we know.

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Elon Musk’s X to Host Election Town Hall With Donald Trump

The social media platform will produce video town halls with Mr. Trump and Robert F. Kennedy Jr., extending its push into politics.

By Kate Conger

X, the social media service owned by Elon Musk, will host live video town halls with former President Donald J. Trump and Robert F. Kennedy Jr. in the run-up to the U.S. presidential election, a major push into politics, according to a person familiar with the plans.

The town halls, which will be produced in a partnership with the cable channel NewsNation, have yet to be scheduled and moderators have not been selected, said the person, who declined to be named because the plans were not yet public. X users will be able to ask questions of the presidential candidates during the events.

In an appearance on NewsNation on Wednesday night, Mr. Kennedy confirmed his plans to participate in a town hall, adding that Mr. Musk offered the use of the platform.

X has undergone a transformation under Mr. Musk’s ownership, as the billionaire has drastically reduced its work force, overhauled its technology and used the platform to advance his personal agendas.

The town halls follow a March meeting between Mr. Trump and Mr. Musk . The X owner has posted about President Biden more frequently in recent months, criticizing him on a range of fronts, including his age and his policies on immigration. X invited Mr. Biden to hold a town hall on the platform, but his campaign has not responded, the person familiar with the arrangement said.

Mr. Musk has stopped short of endorsing Mr. Trump, who was barred from Twitter after the Capitol riot on Jan. 6, 2021. Mr. Musk quickly reinstated the former president after buying the platform in 2022, which he renamed X. Mr. Musk has courted Mr. Trump, asking him to return to using X.

Mr. Trump’s campaign did not immediately respond to a request for comment.

Mr. Trump’s presence on X — if only for the town hall — could bring fresh viewership to the platform, which has struggled under Mr. Musk’s ownership. Advertisers have retreated, concerned about reports of hate speech and misinformation on the platform.

The platform has long been known as a text-first social media service. But under its chief executive, Linda Yaccarino, a former NBC Universal advertising leader, the company has increasingly incorporated video features.

She has made several deals to produce video content with TV personalities including Tucker Carlson, the former Fox News host; Tulsi Gabbard, the former Democratic presidential candidate; and Paris Hilton, the reality star and D.J.

Ms. Yaccarino approached Nexstar, the parent company of NewsNation, about the town hall concept, the person familiar with the arrangement said, and has been ironing out the details as part of her push to make X a video platform. Axios previously reported the town hall.

Kate Conger is a technology reporter based in San Francisco. She can be reached at [email protected]. More about Kate Conger

The World of Elon Musk

The billionaire’s portfolio includes the world’s most valuable automaker, an innovative rocket company and plenty of drama..

Town Halls: X will host live video town halls with Donald Trump and Robert F. Kennedy Jr. in the run-up to the U.S. presidential election, a major push into politics  by the social media platform.

SpaceX: At a time when the U.S. government is concerned about its reliance on a mercurial billionaire for access to space, new competitors say Elon Musk’s company is using tactics intended to squash them .

X: Musk has increasingly been using his social media platform to criticize President Biden  for his health and immigration policies, according to a New York Times analysis.

Neuralink: Musk’s first human experiment with a computerized brain device developed significant flaws, but the subject, who is paralyzed, has few regrets .

Wooing World Leaders: Musk has fostered relationships with a constellation of right-wing heads of state — including Argentina’s Javier Milei and India’s Narendra Modi — to push his own politics and expand his business empire .