The document summarizes a study on the adoption of the C-DELTA program by teachers and students in Sri Lanka. The study aimed to promote C-DELTA's adoption, evaluate its impact, and enhance digital literacy skills. Teachers participated in training workshops and implemented C-DELTA in their schools. Results showed that C-DELTA increased digital skills and changed practices to emphasize digital identity and safety. It also motivated teachers and students and improved technology integration in teaching.

1. Adoption of the
C-DELTA Programme
by Sri Lankan Teachers
and Students
Shironica P. Karunanayaka
W.M.S. Weerakoon
N.M.R.K. Nawaratne
S. Karunanayake
J.D. Careemdeen
Faculty of Education, The Open University of Sri Lanka.
Attribution: <https://cdelta.col.org>

2. Attribution: Gerd Leonhard CC BY-SA
S.P. Karunanayaka et al._9th Pan Commonwealth Forum_9-12 September 2019_Edinburgh, Scotland 2
• The transition to ‘Digital Learning’…
• Enhances Accessibility, Flexibility and Affordability
• Need development of Digital Literacy Practices
• Digital Literacy Skills Practices Digital Identity
• Should develop Digital Education Leadership Skills
• Requires a strategic approach to instil a ‘Change’
• C-DELTA - Provides a framework for fostering digital
learning and digital education leadership
• An online learning platform providing access to seven
modules related to digital education.
• Learners can assess their digital education skills
• and learn more to upgrade their current level through
self-study, and be certified online.Source: http://oasis.col.org/handle/11599/2442

3. S.P. Karunanayaka et al._9th Pan Commonwealth Forum_9-12 September 2019_Edinburgh, Scotland 3
• Digital Literacy
• as a social practice, is the core. (Digital Literacy Practice)
• is the outcome of digital education and digital education leadership.
• is the purpose of digital education. (fostering practices)
• Digital Education
• is the pedagogic intervention to foster digital literacies.
• is the “how” of getting to digital literacy. (Processes involved)
• Digital Education Leadership
• is concerned with providing direction in terms of digital education by
enhancing access, capacitating peers, making informed decisions and
cultivating innovation, to achieve the learning goal - digital literacy.
CONCEPTUAL FRAMEWORK
Attribution: C-DELTA Concept paper: Brown et al. (2016) (CC BY-SA)
Digital Education Leadership must be grounded in the practice that it seeks to foster (Digital
Literacy Practice) and the processes involved in teaching that practice (Digital Education).

4. S.P. Karunanayaka et al._9th Pan Commonwealth Forum_9-12 September 2019_Edinburgh, Scotland 4
• To promote the adoption of C-DELTA by teachers and students of
secondary schools in Sri Lanka and evaluate its impact
1. To review the existing level of digital education practices among the participant
teachers
2. To design an intervention programme to promote the adoption and
implementation of C-DELTA programme in schools
3. To implement the intervention comprising capacity building of teachers and
facilitating the adoption of C-DELTA in their schools
4. To evaluate the impact of the implementation of C-DELTA on the teaching-
learning process
AIM & OBJECTIVES

5. S.P. Karunanayaka et al._9th Pan Commonwealth Forum_9-12 September 2019_Edinburgh, Scotland 5
Stage Activities Data Collection
Plan Review the existing levels of
digital education practices
Pre-intervention
questionnaire
Design of an intervention to
promote C-DELTA
Act Implementation of the
intervention through a
capacity development process
Concept mapping,
Questionnaire survey,
Self-reflections
Observe Monitor and facilitate the
implementation of the
interventions in schools
Logs, Checklists,
Focus groups,
Teachers’ reports
Reflect Ascertaining impacts of the
intervention
Teachers’ reports,
Reflective narratives
Open sharing of experiences Website of sharing -
‘stories’
RESEARCH METHODOLOGY
Source: https://www.pinterest.com/pin/494903446543596472/

6. S.P. Karunanayaka et al._9th Pan Commonwealth Forum_9-12 September 2019_Edinburgh, Scotland 6
Province No. of
Teachers
Medium of
Teaching
Gender
Sinhala Tamil Male Female
Central 03 02 01 01 02
Eastern 04 00 04 04 00
Northern 03 00 03 02 01
North Central 02 02 00 02 00
North Western 04 04 00 01 03
Sabaragamuwa 02 02 00 00 02
Southern 02 02 00 01 01
Uva 04 01 03 03 01
Western 17 14 03 03 14
Total 41 27 14 17 24
Percentage 100% 65.9 34.1 41.5 58.5
INTERVENTION
• “Training of Trainers” Workshop
• Implementation of C-DELTA in schools
• Evaluation Workshops

7. S.P. Karunanayaka et al._9th Pan Commonwealth Forum_9-12 September 2019_Edinburgh, Scotland 7
RESULTS
“I have learnt many things with regard to digital education…”
“There were many terms that we couldn't understand…”
“I understood the importance of sharing this knowledge…”
“It brought out my potentials as a leader…”
PRE-INT.
MID-INT.
POST-INT.
“This is incredible, I feel like I have
completed the final level of a computer
game…” (Student)
“I feel very happy to have completed 6
modules, scored 62 in the Post test and
got the intermediate certificate…”
(Teacher)
Categories Codes
Successes • Awareness on Digital Identity and
Digital Footprint
• Improving digital learning skills and
digital educational leadership skills
Challenges • Time constraints for C-DELTA activities
• English Language barrier
• Lack of computer facilities in schools
• Slow internet connectivity
• Poor motivation of some teachers
Support • Good support from Principals
• Support of students & other teachers
• Support of parents of students
Achievements • Enhancing knowledge of ICT
• Experiencing online learning and
online testing
• Receiving computer and Internet
facilities to school ICT labs
Future Plans • Introduce C-DELTA to all students
• Motivate participation
• Include C-DELTA in the year plan

8. S.P. Karunanayaka et al._9th Pan Commonwealth Forum_9-12 September 2019_Edinburgh, Scotland 8
• The concepts ‘digital identity’ and ‘digital footprint’ have been useful for teachers and students, in
changing their practices to be more aware of digital safety and maintaining a positive digital identity.
• Teachers and students have enhanced their digital literacy skills, and thus becoming more confident
in using digital content and tools in the teaching-learning process.
• Doing pre/post-tests online was a novel experience for students, which enabled them to face the
General Information Technology (GIT) online examinations more confidently.
• Teachers tended to apply more student-centred methods in the teaching- learning process, such as
exploration and discovery, using digital tools, advanced search engines and OER.
• Students were encouraged to create concepts maps, PowerPoint presentations, posters, and videos,
and thus, usage of ICT in the teaching-learning process has been increased.
• Teachers could convince school authorities to expedite purchasing new computers and getting
Internet connectivity, to support C-DELTA activities.
• Increased interest and motivation among teachers and students about the future digital classrooms,
and becoming digital citizens.
IMPACTS

9. S.P. Karunanayaka et al._9th Pan Commonwealth Forum_9-12 September 2019_Edinburgh, Scotland 9
CONCLUDING THOUGHTS
• The adoption of C-DELTA has impacted the teaching-learning process by
enhancing digital learning skills among teachers and students, and changing their
thinking and practices.
• The implementation of C-DELTA programme has enhanced teachers’ digital
education leadership skills, and provided them with an avenue to promote digital
education in their schools through innovative thinking to create digital learning
environments.
<https://cdeltaousl.wordpress.com/>

10. S.P. Karunanayaka et al._9th Pan Commonwealth Forum_9-12 September 2019_Edinburgh, Scotland 10
• Commonwealth of Learning
• Ministry of Education, Sri Lanka
• The Open University of Sri Lanka
• Research/Technical Assistants
• Participant Teachers
• School Community
ACKNOWLEDGEMENTS
The research project work that is reported in this paper has
been supported by the Commonwealth of Learning (COL).