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Today's students think, learn and live in an increasingly online world. New technologies and virtual environments allow important parts of their personal and social life to be digitised, shared and linked to global communities. Students may have more access to technology at home than at school. Outside of school they may regularly contribute to online forums, interact with and seek help from peers and find innovative methods of solving problems, managing their time and expressing themselves. Often this happens all at once using multiple applications, devices and interfaces.

A transformative school recognises and further develops these capabilities. It revises its curriculum and learning programs to include opportunities for students to work autonomously and concurrently in a dynamic and challenging environment. There are opportunities for students to use a variety of ICT devices to tap into powerful and personal learning networks.

Students have access to more information and communication tools than ever before in human history. Such access calls for a new literacy: digital/ICT literacy. This requires students to be aware, wary and discriminating. They need to be empowered users who make informed choices about the information they seek, the products they want to create and the tools they use.

At Moorooka State School we are committed to creating engaging and supportive learning environments and opportunities that stimulate, extend and deepen student learning, and incorporate seamless use of the technologies students use so ubiquitously in their daily lives.

Our school eLearning Plan takes into account the emerging digital/ICT literacies of today's and tomorrow's students, and develops appropriate and targeted strategies to support improved learning and teaching.

Digitally literate learners:

  • want to be connected;
  • are discriminating;
  • are empowered and critically literate;
  • are information seekers and navigators;
  • understand they are part of a global community and that learning is unrestricted by classroom walls;
  • are demanding of content, teaching quality and access to resources;
  • think, analyse and construct knowledge;
  • constantly communicate virtually.