Please, follow the links below to listen to the audio presentation:
http://tinyurl.com/ke5ybjp (part 1)
http://tinyurl.com/mfebcto (part 2)
http://tinyurl.com/jwaa9js (part 3)
According to Howell (2014), digital fluency is the ability to achieve desired results through the use of digital technologies. When it comes to digital fluency, there are a number of skills that will allow students to expand their experiences with different kinds of technologies. These skills include word processing, creating spreadsheets, learning presentation software, Internet searching, blogging and many more (Howell, 2012).
When students arrive at school for the first time, they can be described as “technology neophytes”, which means technology beginners. Over the years of schooling, teachers should aim to help their students become digitally fluent (Howell, 2012, p. 133).
Today’s students are the first generation to grow up surrounded by new technology every day. Teachers should use this “inbuilt advantage” (Mac Manus, 2013) and encourage students to actively participate in the digital world by exposing them to a variety of digital tools in the classroom (Howell, 2014).
Howell (2012) presented a number of ideas that help teachers to implement technology in any classroom and develop students’ digital fluency. For example, as a way to develop digital skills in students, teachers can ask them to use specific computer programs to complete assignments and submit their work electronically (p. 148).
One of the requirements for schools stated in many educational policy documents is to ensure that students become life-long learners. Since most of the information people use is presented in electronic format, digital fluency is a vital skill necessary for students to engage in life-long learning (Howell, 2012, p. 140). If teachers aim to inspire a “digital mindset” in their students by teaching them about the digital world, students are likely to continue learning on their own (Mac Manus, 2013).
It is crucial that teachers work to make their students employable in the future. Ensuring students’ digital fluency is the key to achieving this. Digital jobs are well paid and in-demand, they are creative and give people the freedom to work from any place in the world as long as they have access to the Internet (Mac Manus, 2013).
Hackett P. (n.d.). [Untitled image of a boy using digital technology]. Retrieved from
Howell, J. (2012). Teaching with ICT: Digital pedagogies for collaboration and
creativity. South Melbourne, VIC: Oxford.
Howell, J. (2014) Digital fluency [iLecture]. Retrieved from
Mac Manus S. (2013, August 2). Getting young people fluent in digital. The Guardian.