Digital Literacy in Online Learning: An Action Plan

Digital Literacy in Online Learning-An Action Plan. Michelle V. Crespo, 2024: Strategic Research Project, Nova Southeastern University, Abraham S. Fischler College of Education and School of Criminal Justice. Keywords: ADDIE model, ASSURE model, charter school, digital Bloom’s taxonomy, TPACK This strategic research project was designed to address a critical deficit in digital literacy within an educational organization. Using insights derived from a SWOT analysis, the project identified digital literacy as a significant weakness and proposed the implementation of the Technological Pedagogical Content Knowledge (TPACK) framework as a solution. Through the use of the Quantitative Strategic Planning Matrix tool, ongoing professional development was the strategy selected after ending with a total attractiveness score of 7.32. The action plan aims to improve digital literacy through ongoing professional development involving various school personnel, including literacy coaches, principals, assistant principals, master teachers, and teachers. The plan outlines five primary goals: (1) conducting workshops and training sessions to enhance teachers' digital competencies, (2) establishing a Community of Practice to foster peer collaboration and mentorship, (3) creating a resource repository for instructional materials and best practices, (4) implementing assessment and feedback mechanisms to evaluate TPACK integration, and (5) integrating TPACK into curriculum design to align teaching methods with effective technology use. Each goal includes specific actions, timelines, and resources to ensure a structured approach to professional development and capacity building. The anticipated outcomes of this action plan include improved teacher proficiency in digital tools, enhanced collaboration among staff, and the successful integration of technology into teaching practices. The project highlights the importance of regular monitoring, data-driven adjustments, and targeted professional development to maintain and advance digital literacy in educational settings. Ultimately, this strategic initiative serves as a model for organizations seeking to address similar challenges, demonstrating that systematic, collaborative efforts can yield sustainable improvements in digital competence and instructional quality. It is recommended that any organization track the long-term effectiveness of TPACK in enhancing digital literacy among teachers.