2.0| What is the Digital Learning Framework?

"In order to successfully embed and fully optimize technology, educators need reliable learning frameworks as the foundations of instruction. Without support structures and learning activities grounded in sound pedagogy, technology in the classroom risks having only a bells-and-whistles presence and making only a superficial impact on learning. When technology is integrated with purpose and aligned to the acquisition of new knowledge, the demonstration of conceptual mastery—or the acquisition of new skills—more authentic learning will take place and students will be better equipped to compete in the real world."

-Eric C. Sheninger & Weston Kieshnick

from "Integrating Technology into Instructional Practice"

What is a Digital Learning Framework?

As the quote above suggests, technology in the classroom isn't a magic bullet. However, with the right approach technology can have significant impact on student achievement, enabling instructional strategies that would have been difficult if not impossible to implement without technology. That's where frameworks come in - these are research-based methods for making instructional decisions about how and when to incorporate technology into instruction. There are many instructional technology frameworks out there; in Richmond County, our Digital Learning Framework is a hybrid of two well-known frameworks: the SAMR model Links to an external site., and the Technology Integration Matrix (TIM) Links to an external site.. In the following pages, you will learn more about how our Digital Learning Framework was developed and how to use it to increase your impact in the classroom.

What is the RCSS Digital Learning Framework?

Initially, RCSS supported the SAMR model as our primary Technology integration framework. In a nutshell, the SAMR model invites us to reflect on whether any give use of technology in the classroom is a substitute for, augmentation of, modification of, or complete redefinition of a previous tool or instructional practice. While this model can be very effective in framing our thinking about technology in the classroom, the primary limitation of the SAMR model is that it gives little to no guidance on what instructional practices in the classroom should look like. To address this limitation, RCSS has incorporated the Technology Integration Matrix (or TIM for short) into our Digital Learning Framework.

Like the SAMR model, the TIM provides a way of thinking about the degree to which technology is being used to enhance instruction. The TIM has five levels of implementation: Entry, Adoption, Adaptation, Infusion, and Transformation. Unlike the SAMR model, the TIM also identifies five essential elements of instruction with which technology should explicitly integrate: Active Learning, Collaborative Learning, Constructive Learning, Authentic Learning, and Goal-Directed Learning. These five elements were identified from the same foundational research as the well-known ISTE standards Links to an external site.. The RCSS Digital Learning Framework crosswalks the levels of SAMR integration against the five levels of the TIM, and adds one more core consideration - Equitable Learning. Below are every element of the RCSS Digital Learning Framework and a brief description of what they mean; on the following pages, you'll learn more about each element of our Digital Learning Framework as well as how those elements align with our other initiatives with suggestions on how each element can be implemented in your classroom.

Active Learning - Students are engaged in using technology as a tool rather than passively receiving information from technology

Collaborative Learning - Students use technology tools to collaborate with others rather than working individually at all times

Constructive Learning - Students use technology tools to connect new information to their prior knowledge, rather than to passively receive information

Authentic Learning - Students use technology tools to link learning activities to the world beyond the instructional setting rather than working on decontextualized assignments

Goal-Directed Learning - Students use technology tools to set goals, plan activities, monitor progress, and evaluate results rather than simply completing assignments without reflection

Equitable Learning - Students have equal access to differentiated learning opportunities and resources; they abide by classroom and district rules for acceptable use of technology and demonstrate good digital citizenship.