Final Reflection


Figure 1: Blog

With the introduction of technology and web browsing the idea of the ‘traditional classroom’, one where pens and paper are at the forefront, is changing at a rapid pace. We are no longer walking into classrooms with blackboards and frontward facing desks lined in a row. Classrooms of the 21st century have smartboards and groups of desks facing each other allowing the students to collaborate and discuss with ease. Technology’s ever-changing nature means that as teachers we must constantly reflect on our practices and keep up to date with the latest technological advances in order to inspire our students to become more engaged learners.

Creativity in the classroom is important on many levels. As educators we expect our students to become creative in their thinking and production of information. So how can we place such high expectations on our students if we do not provide them with creative lesson plans and the skills needed to produce these outcomes?

Our students are the ‘digital natives’ of today; they communicate and use technology across all areas of their lives (Wallagher, 2015). The future careers of our students will be largely dependant on strong computer skills as well as digital fluency and one way to introduce them to these skills can be through the use of blogging in the classroom (Pappas, 2013). Blogging should be viewed as a creative way to bridge literacy across the curriculum (Wallagher, 2015). Not only does it develop literacy skills needed to create pieces of writing, it also encourages students to think about the inclusion of auditory and visual technologies with the inclusion of programs such as Voki and Sway. The learning styles of students greatly differs within a classroom and programs such as these appeal to those learners who require imagery, videos and graphs to learn as well as those who prefer auditory cues.

Blogging can be individual, collaborative or both. It allows for free expression and can be used to encourage even the most introverted of students to voice their opinion in what can be done on an anonymous but public platform.


Figure 2: Blog Keyboard


Pappas, C. (2013). How to use blogs in the classroom. Retrieved from

Wallagher, M. (2015). How blogging is being used in the classroom. Retrieved from

Unknown. (2016). Blog. Retrieved from

Unknown. (2016). Blog Keyboard. Retrieved from



What is a digital world?

Auditory Summation:Week 1, What is a digital world?

Follow the link to the Voki presentation focusing on the topic ‘What is a digital world?’.

Following is the script to my Voki.

What is a digital world?

Tony Bates describes it best in his book “Teaching in a Digital Age” (2015). We are now living in a digital world with technology and web based products ever-changing and advancing around us. Our lives are immersed in technology; from the moment we wake up to the alarm on our mobile phones until the moment we go to sleep and finally stop scrolling through our social media pages or web browsers. Technological and digital change is showing no signs of slowing down and is undoubtedly changing our approaches to education. Teachers now need to develop a ‘Digital Pedagogy’ updating their methods of teaching in this digital era or else risk being left behind. As Jennifer Howell writes “We either up-skill and embrace digital technologies or we get left behind by our students” (2012, pp6). An article by Dotterer, Hedges and Parker “Fostering Digital Citizenship in the Classroom” (2016) recognises that nearly one in ten children are receiving a mobile device by the age of five, thus making todays youth the digital natives of our time. As educators we must foster responsible digital citizenship within our classrooms. In order to safeguard the well-being of our students and develop their workplace skills effectively it is up to us to ensure that students “understand the implications, consequences, and best practices for engaging with technology” (Dotterer, Hedges & Parker, 2016, pp1). In order to use technology effectively within the classroom we need to do then more than just expose our students to digital devices and internet access, we must insight them with a type of digital literacy. “Students must understand how to use technology in ways that enhance their learning experience” (Dotterer, Hedges & Parker, 2016, pp2). New York City’s Department of Education defines digital literacy as “Having the knowledge and ability to use a range of technology tools for varied purposes” (as cited in Dotterer, Hedges & Parker, 2016 pp2). To be digitally literate students must become engaged within the digital world, correctly using technology to collaborate, create and research. Educators need to provide these basic skills throughout schooling, engaging the effective critical thinking of their students.


Howell, J. (2012). Teaching with ICT: Digital pedagogies for collaboration and creativity. South Melbourne, VIC: Oxford University Press. Retrieved from

Bates, T. (2015). Teaching in a Digital Age. Vancouver: University of British Columbia Library. Retrieved from

Dotterer, G., Hedges, A. & Parker, H. (2016). Fostering Digital Citizenship in the Classroom. Education Digest, Vol 82 Issue 3. Retrieved from

Digital Identities and Digital Security

Written Summation: Week 2, Digital Identities and Digital Security.

As Jennifer Howell divulges “The way we are perceived digitally is often how we are judged and we are often not given any recourse to explain ourselves” (2014). The internet, and social media especially, are too often seen as posing threats to the security of our young generation. When will we, as educators and parents, begin to highlight the benefits of such technology as the provider of new opportunities, enhancing the learning experiences of students in our classrooms (Buckingham and Willett, 2013).

Social media communication concept

Figure 1: Digital Media (Unknown).

As digital citizens we need to be aware of our digital footprints, the traceable evidence we leave each time we go online, and must act responsibly when using technology (Dotterer, Hedges and Parker, 2016). The permanent nature of our digital footprints and identities is something that needs to be highlighted for our students. With an ever-present digital identity, children need to understand that their online activity can affect things such as their higher education acceptances, future job prospects as well as friendships and social elements with the presence of online bullying. Whilst being a digitally native generation, our students require guidance in recognising online threats, making informed decisions based on the sharing of personal information whilst online and the understanding that “what goes online, stays online” (Dotterer, Hedges and Parker, 2016). In order to raise respectable digital citizens we must constantly educate our students on digital etiquette, stemming from, but not limited to; choices made before posting information online, the development of social media pages and their privacy settings, digital security issues of bullying, identity theft and scammers and also how to validate information they come across online.


Figure 2: Digital footprint (Unknown).

Teachers and parents must work together to ensure that children become as digitally aware as possible through all stages of their schooling. Digital responsibility should be emphasised throughout the curriculum and students should be aware of the consequences for breaking policies and misusing online platforms.

List of references

Buckingham, D & Willett, R. (2013). Digital Generations: Children, Young People and New Media. New York, USA: Routledge. Retrieved from:

Dotterer, G., Hedges, A. & Parker, H. (2016). Fostering Digital Citizenship in the Classroom. Education Digest, Vol 82 Issue 3. Retrieved from

Howell, J. (2014). Living and Learning in the Digital World: Mod1, Topic 2 New Version. . Curtin University. Retrieved from

Digital footprint. (Unknown). Retrieved from

Digital Media. (Unknown). Retrieved from