Digital Fluency

Digital fluency pic 2

According to Jennifer Howell in Teaching with ICT, students moving into their secondary years of schooling should be digitally fluent (Howell, 2012). As teachers we are required to also be digitally fluent in most programs such as Word and Excel. New programs and web
sites are constantly being created, meaning we can only really have digital fluency in the current programs which are available to us. Word is a great tool which can be used in so many different aspects of the classroom. Children coming into primary years are required to have the basic premise of how to use Word and Excel. Over the next few years, we as teachers are required to assist them in being fluent with such programs.

I have found that children predominately use digital technologies in their free time IMG_3911for games, or to be digital content creators for entertainment (Howell, 2012). The skills these children have already are a great starting base for future learning. Being digitally fluent can help students understand the best and fastest way to use a particular device or program. It also supplies them with knowledge of how to protect themselves. There are many different safety aspects to consider when dealing with digital devices, and having a sound understanding on how to use each device can help the children.

Whilst reading Teaching with ICT I discovered that by the time a child reaches grade 8 they are required to be proficient in a wide range of digital abilities (Howell, 2012).  It is understood that if you are to succeed in the digital world you will need to be digitally fluent and competent. There are few professions today that do not require you to use technology to some degree. Being digitally fluent is essential.


Howell, J. (2012). Teaching with ICT: Digital pedagogies for collaboration and creativity. Chapter 10, Page 173

Howell, J. (2012). Teaching with ICT: Digital pedagogies for collaboration and creativity. Chapter 11, Page 189.

Photo. Elijah Fern, My son, Grade 4.


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