ETL523 Module 06: Governance and professional responsibility

Siobhan WalkerETL523 Digital Citizenship in Schools

Module 6.1 Summary: Analysing the Digital Learning Environment

This module explores how teacher librarians (TLs) can take a leadership role in critically analysing digital learning environments (DLEs), using data-driven approaches to improve practice. A key theme is the importance of basing strategic decision-making on robust, unbiased evidence rather than anecdotal experience, assumption, or external pressure. Educators are encouraged to gather data from a range of stakeholders—students, teachers, parents, and leadership—to ensure that decisions are contextually appropriate and meet actual needs rather than perceived ones.

DLEs are not just defined by the tools or platforms in use but by how technology is embedded in teaching and learning practices. The module cautions against assuming that simply having digital tools guarantees effective digital learning. Instead, an effective DLE must support personalised, accessible, and inclusive learning. Key characteristics include a shared digital vision, clear policies, learner profiles, and a well-planned professional development structure.

Common issues faced by schools when implementing or reviewing DLEs include inequitable access to technology, inconsistent staff confidence or competence, a lack of strategic coordination, and inadequate consideration of infrastructure and cybersecurity. Even in well-resourced schools, the digital divide remains evident—particularly in how technology is used and understood, not just in access to devices.

Teacher librarians are positioned as critical facilitators of DLE development because they operate across curriculum areas and often already lead initiatives around digital literacy and citizenship. The module encourages TLs to support evidence-based practices through tools such as action research, where they can identify a concern, collect and analyse data, trial a change, and evaluate its impact. By doing so, TLs help create digital learning environments that are not only technically functional but pedagogically meaningful and inclusive.

Article Summaries and APA 7 Citations

Becker, J. D., & Levin, D. A. (2020). Like moths to a flame: The dangerous allure of technology in education.

Becker and Levin issue a critical warning about the uncritical adoption of digital technologies in education. They argue that many schools are drawn to flashy innovations, often influenced by marketing hype rather than pedagogical research. The authors caution that the pursuit of novelty can lead to screen overuse, commercialisation of student data, and reliance on edtech companies whose goals may not align with educational outcomes. Their message is clear: schools must resist “solutionism” and instead focus on the thoughtful integration of technology that supports genuine learning and wellbeing.

APA 7 Citation:
Becker, J. D., & Levin, D. A. (2020). Like moths to a flame: The dangerous allure of technology in education. Educational Leadership, 77(7), 24–30.

Machusky, J. A., & Herbert-Berger, K. G. (2022). Understanding online learning infrastructure in U.S. K–12 schools.

This article examines the state of online learning infrastructure in U.S. schools, with implications for global education systems. The authors identify infrastructure gaps exacerbated by the COVID-19 pandemic, such as insufficient bandwidth, device shortages, and lack of teacher readiness. They argue that school leaders must adopt a systems-thinking approach, ensuring that technology integration is not just about hardware but about sustainable ecosystems of support, equity, and interoperability. The findings reinforce the need for targeted investment in under-resourced schools and call for digital strategies that are adaptable, inclusive, and aligned to teaching goals.

APA 7 Citation:
Machusky, J. A., & Herbert-Berger, K. G. (2022). Understanding online learning infrastructure in U.S. K–12 schools. Educational Technology Research and Development, 70(5), 1295–1313. https://doi.org/10.1007/s11423-022-10102-3

Oddone, K. (2023). Action research: Creating evidence-based change.

Oddone presents action research as a practical, reflective framework for educators seeking to implement change in their learning environments. The article outlines a cyclical process: identify a concern, gather data, implement an intervention, evaluate the outcome, and reflect on the process. Action research empowers teacher librarians to drive improvements in digital practice based on real classroom needs and stakeholder feedback. Oddone encourages TLs to consider both qualitative and quantitative data and to document their inquiries to support broader professional conversations.

APA 7 Citation:
Oddone, K. (2023). Action research: Creating evidence-based change. Access, 37(1), 12–19.

Tuohy, M. (2019). Digital inclusion – what’s it all about?

Tuohy explores the concept of digital inclusion through four dimensions: motivation, access, skills, and trust. These are presented as essential for schools to support equitable learning experiences. The article provides examples from school library settings where librarians have led initiatives to address barriers—such as lending devices for home use, offering digital skills workshops, and curating safe, age-appropriate online content. The article also calls attention to systemic inequities and challenges educators to take an advocacy role, ensuring that digital transformation does not leave anyone behind.

APA 7 Citation:
Tuohy, M. (2019, June 10). Digital inclusion – what’s it all about? National Library of New Zealand. https://natlib.govt.nz/blog/posts/digital-inclusion-whats-it-all-about

Discussion Activity 6.1

Reflecting on Digital Learning Environment Issues

In my current school context—a large, international primary school in Singapore—there is a clear commitment to innovation and digital learning. However, through the lens of the digital learning environment (DLE) issues outlined in Module 6.1, I believe there is one pressing concern: the lack of structured, evidence-based evaluation of the DLE and its alignment with strategic teaching and learning goals.

Despite having digital infrastructure such as classroom devices, interactive whiteboards, and access to online platforms (SeeSaw, Britannica School, Microsoft Teams, as an example), decisions around implementation are often anecdotal rather than data-driven. As Tuohy (2019) argues, digital inclusion extends beyond access—it encompasses purpose, functionality, and equity of use across a whole school. In our setting, I often hear teachers remarking that “everyone uses this tool” or “we assume students are confident with tech,” yet there is no formal structure to assess actual use, gaps, or digital confidence across the school community.

This concern mirrors Oddone (2023), who highlights that action research grounded in rigorous data collection is fundamental for informed digital development. The article outlines multiple data collection tools—surveys, interviews, and classroom observations—that would be valuable to implement in our school. We currently do not gather structured feedback from students or families about their digital learning experiences, nor do we assess the consistency or effectiveness of professional learning in this area.

Another relevant issue is the fragmented approach to digital citizenship. While I lead lessons in the library that embed aspects of digital ethics and online behaviour, there is no cohesive whole-school program or framework other than policies on BYOD and regulations regarding appropriate online behaviour and expectations. As Becker and Levin (2020) explain, even digitally literate teachers can become overwhelmed by the array of new tools and platforms unless provided with clear leadership, guidance, and ongoing support. This has resulted in uneven implementation and missed opportunities for deeper integration of digital citizenship across subject areas.

As I prepare for Assessment 2, I am considering conducting a gap analysis focused on the school’s lack of an evidence-based framework for evaluating and guiding its digital learning environment. The most suitable data collection tools for this would include:

  • Staff and student surveys assessing digital tool use, confidence, and satisfaction
  • Focus groups with staff from different key stages to explore their perspectives
  • Document analysis of school digital strategy documents, if available
  • A simple audit of devices, platforms, and usage across year levels

This mixed-methods approach would allow data triangulation and help identify where perceptions and practices match or don’t. As noted in the module content, involving all stakeholders ensures a more nuanced and valid picture of the school’s DLE (Oddone, 2023).

While access and infrastructure are not barriers in my setting, the lack of cohesive evaluation and strategic planning highlights a more significant issue. Moving forward, embedding action research methodologies and committing to inclusive data collection will be necessary when aligning our DLE with broader teaching and learning goals.

Module 6.2: Analysing the Digital Learning Environment Summary

This module focuses on defining and evaluating what constitutes an effective digital learning environment (DLE) within schools. It recognises that while barriers within a DLE can hinder educational outcomes, strategic improvements depend on a clear understanding of key features that support effective teaching and learning.

1. A Reliable Technical Infrastructure

A high-functioning DLE depends on robust infrastructure. This includes dependable networks, up-to-date devices, and essential systems. Schools must assess:

  • Internet connectivity – High-speed, reliable internet is fundamental to support multimedia-rich online learning.

  • Devices and hardware – All students and staff require access to digital devices (laptops, tablets, etc.).

  • Learning Management Systems (LMS) – Effective LMS platforms support course delivery, communication, assignment submission, and feedback.

  • Digital tools and resources – Includes educational apps, eBooks, and interactive platforms.

  • Secure data storage and backup systems – Cloud-based solutions must ensure safety, accessibility, and regular backups.

  • Cybersecurity measures – Policies and technologies must protect against threats, with staff and students trained in safe practices.

Teacher Librarians (TLs) and educators play a key role in understanding how these systems function in real-world contexts. Their experience highlights usability concerns, system interoperability, and access implications that influence pedagogy and digital equity.

2. A Community Approach

The DLE should not be the domain of IT departments alone. An inclusive, community-based model involves:

  • Ongoing training for educators to keep pace with digital tools and pedagogies.

  • Student digital literacy programmes that embed responsible and ethical technology use into learning.

  • Qualified IT support staff to manage systems and provide assistance.

  • Administrative leadership that actively supports and funds digital initiatives.

The TL, with a cross-functional role in schools, is ideally placed to influence the DLE by contributing both information management and educational expertise.

3. A Strong Policy Framework

An effective DLE must be underpinned by comprehensive policies that offer strategic direction and operational consistency. These include:

  • Digital Learning Policies: Set out the school’s overall vision for digital integration, expectations for technology use, and pedagogical guidance.

Key sub-policies include:

  • Acceptable Use Policies (AUPs) – Define appropriate digital behaviour and resource use.

  • Technology Integration Plans – Guide the adoption of digital tools across the curriculum.

  • Cyberbullying Prevention – Outline prevention, reporting, and disciplinary actions.

  • Digital Citizenship Curriculum – Embed safe, ethical, and effective tech use into student learning.

  • Social Media Guidelines – Govern the use of social platforms by both students and staff.

  • Information Literacy Policies – Support students in evaluating and using information critically.

  • Academic Integrity Policies – Address issues like plagiarism and misuse of technology.

  • Mobile Phone and BYOD Policies – Provide expectations and management of personal devices in schools.

  • Privacy and Data Protection Policies: Ensure ethical data handling and legal compliance.

    • Includes student data protection, staff confidentiality agreements, and data breach response protocols.

  • Accessibility Standards:

    • Web Accessibility and Assistive Technology policies ensure equity for students with disabilities.

    • Universal Design for Learning (UDL) principles support inclusive digital resource development.

  • Equity and Inclusion Policies:

    • Focused on digital equity across socio-economic backgrounds.

    • Includes initiatives like device lending, culturally responsive content, and remote learning access.

Well-developed policy frameworks must be living documents, supported by actionable procedures. When effectively implemented, they ensure school-wide consistency, support professional responsibility, and enable long-term digital learning goals.

Summary of Module 6.3: Putting It All Together

Module 6.3 draws together the key themes explored across Modules 4 to 6, focusing on the Teacher Librarian’s (TL’s) role in leading the school’s digital citizenship initiatives and shaping the wider digital learning environment (DLE). This final topic emphasises action, advocacy, and leadership—central to the digital transformation of schools.

Digital Citizenship as Action and Influence

Digital citizenship is positioned not just as a concept to be understood, but as a lived practice to be modelled and promoted. Effective digital citizenship is best demonstrated through actions rather than words. Digital leaders are those who actively engage with emerging technologies, model ethical and competent digital behaviour, and embrace continual learning. Teacher Librarians are uniquely placed to embody these attributes due to their cross-curricular role and holistic view of the school’s learning ecosystem.

The module encourages TLs to lead by example—whether through curation of reliable digital resources, delivering professional learning to staff, or supporting students and families in developing responsible technology use. Their influence extends across students, colleagues, and the wider community, shaping how digital citizenship is perceived and enacted.

Keeping Pace with Digital Change

The ever-evolving nature of the digital landscape requires TLs to remain adaptable and proactive. With new platforms, tools, and challenges constantly emerging, there is a need to regularly review and update digital policies, teaching strategies, and resource collections. TLs should continually scan the horizon for new developments and consider how shifts in technology impact the concept and practice of digital citizenship in their schools.

By maintaining this responsive stance, TLs help ensure their school’s digital citizenship framework remains dynamic, contextually relevant, and effectively prepares students for the complexities of life in a digital society.

Engaging the School Community

Digital citizenship must extend beyond the confines of the classroom. A whole-school and community approach that includes parents, guardians, and other stakeholders is essential. TLs can facilitate workshops, share resources, and lead discussions that help families understand the importance of digital wellbeing, safety, and ethics. This collaborative approach builds a shared culture of responsible digital use and strengthens the school’s broader digital agenda.

The goal is to nurture a supportive network where students consistently encounter strong messages about responsible online behaviour—whether at home, in class, or through extracurricular learning opportunities.

Preparation for Assessment 2

This topic also introduces Assessment 2, which involves a written DLE analysis report (Part A) and a reflective blog post (Part B). The module provides guiding questions and strategic prompts to support students in completing this assessment:

  • What does your current DLE look like, and what are its strengths or gaps?

  • What policies, infrastructure, and pedagogical expectations support it?

  • What leadership opportunities exist for teachers, and how can these be nurtured?

  • What recommendations can be made to address gaps and plan for future improvement?

TLs are encouraged to use a gap analysis to identify areas for improvement in the DLE. These gaps could relate to infrastructure, equity, pedagogy, policy, or staff professional learning. The report should be practical, context-specific, and rooted in the learning from previous modules.

Suggested strategies to consider include:

  • Developing a whole-school digital citizenship policy or updating existing ones

  • Implementing or reviewing mobile device or BYOD policies

  • Embedding digital citizenship across curricula

  • Designing a 1:1 computing vision or strategy for collaborative, connected learning

  • Facilitating staff professional development on digital citizenship

  • Planning strategic school-wide shifts in mindset towards 21st-century learning

By engaging in this work, TLs assert themselves as digital leaders within their school, driving meaningful transformation and advocating for the essential role libraries play in fostering digitally competent and ethical learners.

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