VIS Annual Report 2019-2020 - Page 14

Learning via Technology
Technology is just one of many disruptive
It is built to enhance global agendas such as
influences in education today. We live in an era
OECD’s 2030 Learning Framework, the Universal
where the wealth of data and the exponential
Declaration of Human Rights, and UN’s Sustainable
growth in the development of new knowledge is
Development Goals.
challenging institutions to rethink teaching and
learning in a global market. Research also shows
In an increasingly complex landscape, the VIS
that students learn by being actively engaged in
relevant and authentic activities—and technology
numerous considerations. Not only do solutions
makes this increasingly possible. Alongside
need to advance learning goals, but they must
a growing understanding of how the brain
also comply with privacy and data security laws,
works and how learning takes place, integrated
which haven’t traditionally been front and centre
technology solutions play a significant role in
in the procurement process. We ensure that
improving time to mastery and understanding,
EdTech solutions complement existing tools while
while creating a healthy device use attitude.
efficiently sharing data to provide a detailed view
of student learning. We prioritize thoughtful
Ioanna Karariga
Chief Digital Information Officer
At VIS we embrace the challenges of the
and inclusive processes, that our infrastructure
technology implementation in teaching and
represents powerful investment in teaching and
learning by adhering the Digital Intelligence (DQ)
learning. Based on those pillars, at VIS we surface
as the base of our Digital Abilities Curriculum.
new school and classroom learning needs, we
Digital intelligence is a comprehensive set of
discover and recommend new solutions aligned
technical, cognitive, meta-cognitive, and socio-
with these needs. We determine whether a
emotional competencies enable individuals to face
solution uniquely solves a problem instead of
the challenges of and harness the opportunities
duplicating existing solutions. We share evidence
of digital life. The digital intelligence standard
from pilots and trials to verify potential for impact.
establishes a framework that encompasses digital
Consequently, we raise issues of interoperability
literacy, skills, and readiness, comprising eight
and usability of student learning data. Finally, we
areas of digital life - identity, use, safety, security,
help inform rollout and implementation plans, and
emotional intelligence, literacy, communication,
we provide feedback and input on professional
and rights - across 3 levels of experience -
development needs.


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