Digital Skills (Scenario)

You are a VET teacher introducing a blended-learning project where students are required to use an online collaboration platform to complete a group assignment. Some students actively use digital tools, while others struggle to log in, upload documents, or communicate online. During the first session, a student named Alex privately tells you: “I’m not good with technology. I’m afraid I’ll slow everyone down.” At the same time, another student complains: “It’s not fair that we waste time helping others instead of working on the project.” Your role is to manage this situation effectively.

How do you address varying levels of digital literacy in the classroom? Your goal is to model inclusive digital leadership, support skill development, and ensure digital tools are used collaboratively and confidently by all.

Exercise 1: Multiple choice

You approach the group during their first session using the new digital platform. You notice that one student, Alex, looks anxious and hasn’t logged in yet. You quietly check in. Alex admits he feels insecure about his digital skills.
Alex: “I’m really not good with these platforms… I’m afraid I’ll mess something up or slow the team down.”

What do you say?
Choose one of the following options.

A. “Don’t worry, just do what you can. The others will cover the rest.”

B. “Thank you for sharing, Alex. Let’s set up a quick tutorial so you feel confident using the platform.”

C. “This project is about results. You’ll need to figure it out yourself.”

D. “Can anyone in the group help Alex while we go through the first steps together?”

Exercise 2: Multiple choice

You notice growing tension in the group. While some students are still trying to navigate the collaboration platform, others, like Lina, are moving faster and becoming visibly frustrated. During a short break, she approaches you.
Lina: “Honestly, I don’t think it’s fair. We’re wasting time helping others catch up when we could be finishing the task.”

What do you say?
Choose one of the following options.

A. “We don’t have time for everyone to catch up. Let’s move on.”

B. “Helping each other is part of learning. Supporting Alex will strengthen your own skills.”

C. “Alex, please try to follow silently while others continue.”

D. “Let’s split tasks so everyone contributes according to their strengths while Alex practices step by step.”

Exercise 3: Multiple choice

Midway through the project, you check on the shared online folder and find it full of files with unclear names in random locations. Some documents are duplicated. The students are confused and progress stalls. One of the students says:
Student: “We can’t find anything. I don’t know who saved what, or where.”

What do you say?
Choose one of the following options.

A. “I’ll organize the files myself to avoid mistakes.”

B. “Let’s agree on a folder structure and naming convention, then I’ll show you how to use it.”

C. “It doesn’t matter how files are saved as long as they’re uploaded.”

D. “Could one of the digitally stronger students demonstrate for the group?”

Exercise 4: Multiple choice

At the end of the project, you want students to reflect on their use of digital tools and how their confidence has changed. You gather them for a final check-in. You say:
You: “Let’s take a moment to think about how your digital skills evolved during the project.

What do you say more?
Choose one of the following options.

A. “We don’t need to reflect; the grades speak for themselves.”

B. “Let’s share one digital skill you improved during this project and how you’ll use it in the future.”

C. “If you struggled, just note it down privately.”

D. “We’ll do a short digital skills quiz; no need for discussion.”