About The Learning Technology Framework
The Learning Technology Framework outlines major areas of learning technology support for educators. It addresses seven categories of educators’ attitudes, behaviours, and practices with learning technology. It guides leaders, coaches, peers, and individual teachers in identifying the impact of technology upon themselves and their learners. Such support should result in increased educator capacity in the use of learning technology, greater teaching effectiveness, and improved learning experiences.
This framework is not intended as a tool for staff appraisal or performance evaluation, rather a guide for analysis and support of educators’ skills and capacity with learning technology.
How to Use This Framework
This framework is an operational rubric of educators’ attitudes, behaviours, and practices around learning technology. It should be used to inform educators, assess current actions, and guide support and professional development. As such, it does not address personal attributes such as knowledge, dispositions, or understanding, instead focusing on measurable actions.
This framework is intended to show progression of skills allowing for growth within several areas. These areas cover the breadth of personal and instructional skills needed to effectively use learning technology whilst omitting digital tools specific knowledge. Digital tools specific skills should be seen as an add-on to this framework, which is addressed in the Operating category.
It is designed to provide a snapshot in time about an educator’s performance in learning technology while offering a resource for future planning and professional growth. Usage of this Framework should be an ongoing exercise of assessment, learning and growth where this framework is revisited regularly.
By moving through the stages of Emerging, Expected, Exceeding and Exemplary, the educator will look to improve his/her own practice in the early stages. In the later stages, they will become more adept and effective in supporting others alongside improving his/her own skills in learning technology.
Early stages are more individual, either as an educator or in one’s classroom, while the later stages expand out to the school and the wider education community.
The stages are designed as a scaffold. Educators who are assessed at the later stages of Exceeding and Exemplary are assumed to possess the skills in the lower stages of Emerging and Expected.
Assessment and Evidence
This framework is designed for individual assessment, not to aggregate the skills and actions of a group. Educators should either self-assess against the stages individually or do so with the guidance of an Educational Technology Coach. The stages have been written as demonstrable actions, expecting that educators will be able to provide evidence of achievement to support their assessment.
This framework was influenced by the following sources:
- K-12 Digital Citizenship Program – Common Sense Education
- ISTE Standards for Educators – International Society for Technology in Education
- Tasmanian K-10 Information and Communications Technology Curriculum Syllabus and Support
- The Technology Integration Matrix – Florida Center for Instructional Technology
- UNESCO ICT Competency Framework for Teachers
- iNACOL National Standards for Quality Online Teaching
- Substitution, Augmentation, Modification, Redefinition (SAMR)
- Technological, Pedagogical, and Content Knowledge (TPACK)
- Replacement, Amplification, and Transformation (RAT) Model
- PICRAT Matriis