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The American Library Association (ALA) defines digital literacy as “the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills.”

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‘Digital natives’ are generally born after the 1980s and they are comfortable in the digital age, because they grew up using technology, but ‘digital immigrants’ are those who are born before 1980s and they are fearful about using technology. ‘Digital immigrants’ are the older crew, they weren’t raised in a digital environment. The term digital immigrant mostly applies to individuals who were born before the spread of the digital technology and who were not exposed to it at an early age. Digital natives are the opposite of digital immigrants, they have been interacting with technology from childhood. According to Prensky, digital natives are the generation of young people who are “native speakers” of the digital language of computers, video games and the Internet.
https://medium.com/digital-reflections/digital-natives-and-digital-immigrants-how-are-they-different-e849b0a8a1d3

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The SAMR Model is a framework created by Dr. Ruben Puentedura that categorizes four different degrees of classroom technology integration. The letters "SAMR" stand for Substitution, Augmentation, Modification, and Redefinition. The SAMR model was created to share a common language across disciplines as teachers strive to help students visualize complex concepts.
https://www.schoology.com/blog/samr-model-practical-guide-edtech-integration

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Bloom’s Taxonomy is a classification of the different objectives and skills that educators set for their students (learning objectives). The taxonomy was proposed in 1956 by Benjamin Bloom, an educational psychologist at the University of Chicago. The terminology has been recently updated to include the following six levels of learning. These 6 levels can be used to structure the learning objectives, lessons, and assessments of your course. :

1. Remembering: Retrieving, recognizing, and recalling relevant knowledge from long‐term memory.

2. Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.

3. Applying: Carrying out or using a procedure for executing, or implementing.

4. Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.

5. Evaluating: Making judgments based on criteria and standards through checking and critiquing.

6. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.

https://tips.uark.edu/using-blooms-taxonomy/