Benchmark 3
A transparent process for quality assuring digital technologies, including their impact in relation to aspiration, accessibility and inclusion
What would this ideally look like?
A policy, robustly followed, that allows leaders to assess the educational technologies used or recommended to students or parents/guardians, with due regard for risks, cost and wider impact, especially on marginalised people (this will be linked to Public Sector Equality Duty), the Global South and the environment. This should also include reflection on funding of different technologies, as well as how data will be safeguarded.
Self-assessment descriptors
Level 0 (Absent):
No mention or consideration of Digital Citizenship Education (DCE) within the institution's quality assurance processes. Digital resources and tools are not adapted for diverse needs, creating barriers for students with disabilities or those from disadvantaged backgrounds.
Level 1 (Emerging):
DCE is acknowledged but minimally integrated into the institution's quality assurance processes. Limited efforts are made to provide accessible resources, and there may be occasional accommodations for students with specific needs, though these are not embedded in regular practice.
Level 2 (Developing):
DCE is present in the institution's quality assurance processes. Adaptations, such as assistive technologies or alternative formats, are available, though they may be limited in scope or application. Efforts are made to reduce digital inequities, but there is room for improvement in reach and consistency.
Level 3 (Proficient):
DCE is well-integrated into the institution's quality assurance processes. A range of accessible resources, assistive technologies, and alternative learning options are consistently provided, ensuring that all students, regardless of ability or background, can engage fully with digital citizenship content. The institution proactively addresses barriers to digital access, with regular assessments to enhance inclusivity.
Level 4 (Advanced):
DCE is fully embedded in the institution's quality assurance processes. Comprehensive, flexible resources and assistive tools are seamlessly available, and there is a proactive approach to inclusivity that goes beyond compliance. Digital equity is a core value, ensuring that all students have equal opportunities to participate meaningfully in digital citizenship, with policies and practices that are regularly reviewed and enhanced to stay at the forefront of inclusive education.
Reflective questions to guide decision making
- What processes are in place to facilitate ongoing improvements in DCE, and who will be responsible for monitoring these efforts?
- How can we document and share best practices to support a culture of continuous learning and improvement in digital citizenship?
- What metrics and methods will we use to evaluate the success and effectiveness of our DCE programme?
- How can we ensure regular feedback from students, staff, and other stakeholders to refine our DCE approach?
- How will we adapt our DCE framework to reflect technological advancements and evolving digital challenges?
- How accessible is our DCE framework for students with diverse learning needs and those from disadvantaged backgrounds?
- What assistive technologies and alternative resources are in place to support accessibility within DCE?
- How do we address digital equity, ensuring all students have access to essential DCE resources and tools?
- What measures are taken to ensure that inclusive practices are consistently applied across DCE activities?
- How will we gather feedback from students and staff to identify and address accessibility gaps within DCE?
Practical steps
Low resource
- Facilitate peer reviews between departments to assess DCE consistency.
High resource
- Develop a structured evaluation process for digital citizenship teaching and learning.
- Appoint a quality assurance team with DCE expertise to review practices annually.
- Produce annual DCE reports using surveys, interviews, and internal audits.