Digital identity and digital security

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The comic “Identity theft” (Waterloo Regional Police Service, n.d.)

I believe that digital identity is significantly affected by almost all of our online activities. There are different types of activities on the internet such as buying an item, or paying a bill using a credit card, using social networks or communicating via email. Regardless of the type of activity, it is almost inevitable not to leave a footprint behind us. It’s alarming to think about the databases and social networks (e.g., Facebook and Twitter). It can tell any individual who we are and what we do, hence, there is more data accessible about us in the digital world.

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The photo “Different online activities” (Communication Logistics Specialists, n.d.)

An interesting study by Microsoft in 2010 revealed that the average American user had 25 online records secured using 6.5 passwords only. When we use the same password for more than one record we increase the risk of digital identity theft and highlights the vulnerability of using passwords only for authentication. For example, 6.5 million LinkedIn client passwords were recently hacked which reveals the limits of passwords authentication techniques (Nxp, 2012, para. 2).

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The photo “Information security” (CanStockPhoto, 2012)

I believe the key here is trust, which helps us to build secure, long-term relationships with our service providers. Let me ask you a question? “When was the last time any of us been to a bank branch?” That’s related to how we feel about the security of our data and our money which is all being maintained by our service providers.

Teachers need to equip students with the knowledge and awareness hence, they don’t fall victims of identity theft (Howell, 2014). Teachers can achieve this by planning lessons using videos such as ten tips on how to protect digital identity (Marks, 2014), and how to manage digital identity by adjusting privacy settings on social networking (e.g., Facebook, Twitter, Linkedin) (MMU Library Services, 2013).

It is clear that digital security is crucial to the digital world, every time we use the internet it’s up to us to protect ourselves, remember there is always a threat.


CA Technologies. (2014, January 9). Identity and access management in 2014? a prediction of what?s ahead – highlight. Retrieved from

CanStockPhoto. (2012). Information security [Photo]. Retrieved from

Communication Logistics Specialists. (n.d.). Different online activities [Photo]. Retrieved from

Howell, J. (2012) Teaching with ICT – Digital pedagogies for collaboration and creativity. VIC, Australia: Oxford University Press.

Marks, M. (2014, July 3). 10 easy easy rules to follow to protect your digital identity [Video file]. Retrieved from

MMU Library Services. (2013, August 28). Managing your digital identity [Video file]. Retrieved from

Nxp. (2012, December). Digital identity: toward more convenient, more secure online authentication. Retrieved from

Waterloo Regional Police Service. (n.d.). Identity theft [Comic]. Retrieved from


Resources 2 for Bug Club

Bug Club is a literacy program which uses digital books to teach students how to read. School teachers can allocate resources to student and track student progress. It helps students improve their reading skills at school and home with exciting rewards (Bug Club, n.d.).

Figure 1. My daughter Gabriella Salama has an account with her school St Bishoy Coptic Orthodox College.

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Figure 1 “Gabriella logged in” (Bug Club, n.d.)

Figure 2. My daughter Gabriella Salama in Kindergarten has been allocated 4 book per week. Once she has completed the books new books will be allocated by her class teacher.

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Figure 2 “Gabriella weekly books” (Bug Club, n.d.)

Figure 3 the phonic club is a great teacher resource to help with pronunciation when children are reading independently.

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Figure 3 “phonics club” (Bug Club, n.d.)


Pearson. (n.d.). Bug club home. Retrieved from

Pearson. (n.d.). Bug club [Image ]. Retrieved from

Resources for Mathletics

Mathletics is a great learning resource in Mathematics. It is an online program that can be accessed 24 hours a day, 7 days a week and covers all aspects of mathematics. It is designed to respond to every student strength and weakness. In addition, weekly reports can be emailed to parents or accessed by the class teacher for progress analyses. Mathletics is the useful teacher resource because it integrates home and school learning.

Figure 1, Mathletics homepage, where students can sign in (Mathletics, 2015).

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Figure 1 “Mathletics sign in” (Mathletics, 2015)

Figure 2, my daughter Parthenia Salama in Year 4, has a membership with St Bishoy Coptic Orthodox College (Mathletics, 2015).

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Figure 2 “Parthenia Salama logged in” (Mathletics, 2015)

Figure 4, students report analyses, can be accessed by teachers and parents (3P Learning, 2014).

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Figure 4 “Student report analyses” (3P Learning, 2014)


3P Learning. (2014, December 8). Student report analyses [Image]. Retrieved from

Mathletics. (n.d.). Mathletics.

Retrieved from

Mathletics. (2015, April 23). Mathletics sign in [Image]. Retrieved from

Mathletics. (2015, April 23). Parthenia salama logged in [Image]. Retrieved from

Evaluation Matrix 2 Bug Club

Name of teaching resource

Bug Club

Weblink (if web based)

Who should this digital teaching resource be used with? (ie year/grade)

Kindergarten to Year 6.

How should it be used? (e.g. individual, whole class)

Individuals and whole class.

Which subject or learning area would it be most appropriate to use in?

Reading in English

Identify the strengths of this teaching resource

·         A Planning & Assessment Guide for each year of Bug Club includes comprehensive lesson plans for whole-class reading sessions, guided reading notes to help you the teacher with group sessions.

·         There are plenty of ideas for writing and listening, as well as activities linked to the book, including ‘phonics for writing’ activities. Also, CBeebies video and whiteboard activities.

·         Classroom teacher allocates 4-5 books per week for each student.

·         I really like the reporting tool which shows how far a student has got with their allocated books and how well they’ve managed to answer the questions.

·         Children are even asked to rate each book they read using a smiley face system, hence the teacher can have an idea of what kinds of a book to allocate in future.

Identify any weaknesses of this teaching resource (it has a few weaknesses)

·         The eBooks can be read to the children at the click of a button, but it would be great it to see individual words highlighted as they were read.


Explain any ideas you may have for further use of this teaching resource

·         I strongly believe they can add another resource for writing. Children can write a summary, a narrative or any other form of writing, then bug club can evaluate their writing skills. This can be a great tool to enhance students writing skills as well as reading.


R Pearson. (n.d.). Bug club home. Retrieved from

Evaluation Matrix 1 for Mathletics

Name of teaching resource


Weblink (if web based)

Who should this digital teaching resource be used with? (ie year/grade)

Kindergarten to Year 12 (Mathletics, n.d.).

How should it be used? (e.g. individual, whole class)

Individuals and the whole class (Mathletics, n.d.).

Which subject or learning area would it be most appropriate to use in?


Identify the strengths of this teaching resource

·         Regular diagnostic reports help teachers identify existing and emerging learning gaps (3P Learning, 2013).

·         It provides a work plan for Mathletics activities to target specific curriculum outcomes (3P Learning, 2013).

·         Problem-solving activities for greater understanding of concepts in real-world situations (3P Learning, 2013).

·         Encouraging rewards and certificates (3P Learning, 2013).

·         Allows students to compete against another student online from around the world which promotes a stimulating and exciting online learning community (3P Learning, 2013).

·          Activities could be set weekly by the class teacher for homework and tailored to the ability of individual students (3P Learning, 2013).

Identify any weaknesses of this teaching resource

·         Doesn’t provide an appropriate demonstration of some activities, children may find it confusing.

·         Some children can be distracted from maths challenges and spend a lot of time changing their on-screen avatar.

·         Doesn’t provide a discount for low-income families with more than two children to help bridge the digital divide.

Explain any ideas you may have for further use of this teaching resource

·         I believe a helpful add-on that reads the questions will be very beneficial for students with reading difficulties.

·         Another way to improve Mathletics it to build teaching tutorials which could be a great tool for independent learning.


3P Learning. (2013, August 20). The Australian Curriculum: Mathematics and Mathletics. Retrieved from

Mathletics. (n.d.). Mathletics.

Retrieved from

Digital Divide “Who is and who isn’t?”

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The photo “Digital divide” (Laneterralever, 2015)

Digital divide exists between those in cities and those in rural areas, between the educated and the uneducated, and also between socioeconomic groups. Even among populations with limited access to technology, the digital divide is apparent in the form of low-speed cheap connection such as dial-up internet and restricted access to membership based content (WhatIs, 2014).

Schools have an important role in improving students’ skills in computer literacy which narrows the gap in the digital divide. Surprisingly, Australia has fallen from 9th to 18th place in the 2014 Global Information Technology Report (International Business Times, 2014). In addition, a recent study by Swinburne University revealed that only 10% of the remote indigenous communities own a computer and only 10% of those were connected to the internet at home (The Conversation, 2014). We must remember that children are our future. Here is an example of what I’m talking about in the video (Martz & Liggett, 2012).

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The photo “School role in closing the digital gap” (The conversation, 2014)

I commend Telstra’s efforts in trying to narrow the digital divide with three community projects.  Firstly, access to everyone program trained around 62,000 individuals on how to use the internet. It focused on low-income families and families living in rural areas. Secondly, getting high school students teaching older Australians on how to use smartphones and tablets through workshops is a great idea. Finally, the National Centre of Indigenous Excellence in collaboration with Telstra has established Indigenous Digital X which is used to strengthen indigenous participation in the digital economy (The Conversation, 2014).

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The photo “Daughter and father” (Pinterest, n.d.)

As a future teacher, I would like to bridge the gap for disadvantaged students. I plan to this by having afterschool classes for those students who don’t have an access to digital equipment. Hence, I will assist students to become creative and equal digital learners (Howell, 2012, p.136). In addition, schools can have a great impact on bridging the digital gap as well. Watch this video  (Project apple seed, 2014).

Addressing digital education issues is essential to building a more socially comprehensive society where nobody gets left behind in the digital age (Infoxchange, n.d.).


ACCAN. (2010, July 1). The digital divide [Video file]. Retrieved from

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

Infoxchange. (n.d.). Addressing the digital divide. Retrieved from

International Business Times. (2014, April 24). Australia ‘weak’ in bridging digital divide. Retrieved from

Laneterralever. (2015, March 16). Digital divide [Photograph]. Retrieved from

Martz, K., & Liggett, E. (2012, February 23). The digital divide in education [Video file]. Retrieved from

Pinterest. (n.d.). Daughter and father [Comic]. Retrieved from

Project apple seed. (2014, August 27). Close the achievement gap & digital divide [Video file]. Retrieved from

The Conversation. (2014, October 6). The digital divide is narrowing but more needs to be done. Retrieved from

The conversation. (2014, October 6). School role in closing the digital gap [Image]. Retrieved from

WhatIs. (2014, June). What is digital divide? Retrieved from

Digital Fluency in Teaching

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The photo “Creativity fluency” (Eductech, 2014)

I believe Digital fluency have to do with our ability to use accessible technology to achieve a desired outcome.

These days, teaching methods have significantly changed because of the digital world. Instead of one teacher delivering information to a room full of students, they use a digital approach to teaching such as using the smart board and Google database for research. Hence, students become more active and independent learners which prepare students for living and working in a digital society (Resnick, n.d, p. 60).

Teachers must pave the way for students to become digitally fluent. Such fluency will enable students to navigate programs and apps quickly to correctly complete tasks. Students must be taught not only to navigate within a single environment, but also begin to capture, create, reflect, collaborate, and curate. The ultimate sign of fluency is the “ability to manipulate, transform and move information across various media and platforms” (Holland, 2013). Watch the following video, it illustrates how students in the 21st century learn in classes (Bell, 2012).

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The photo “Student’s digital fluency” (Hudson, 2014)

Teachers must remember that learning doesn’t take place only in the classroom, but also at home. This means that while students are able to use a tablet or smartphone at home to play games, they may not be able to use basic computer programs that are commonly used (Howell, 2012, p.6).

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The photo “Digital fluency” (Tolisano, 2013)

We need to understand that teachers and students are learning partners. Hence, teachers should be constantly seeking to improve their technological, pedagogical and content knowledge (TPACK). TPACK underlines the technological, pedagogical and content knowledge that is fundamental for a teacher in the digital age (Koehler & Mishra, as cited in White, 2013, p. 7). Teachers need to equip themselves with knowledge, they can do that by visiting (Educational Technology and Mobile Learning, 2015).

Finally, it’s very important for teachers to raise awareness of the harmful issues involved with children using the internet. For example, cyber-bullying, violence, addiction, pornography, identity theft, and inappropriate behaviours (White, 2013, p. 6).


Bell, A. (2012, March 17). Becoming 21st century teachers [Video file]. Retrieved from

Educational Technology and Mobile Learning. (2015). The 20 digital skills every 21st century teacher should have. Retrieved from

Eductech. (2014). Creativity fluency [Photograph]. Retrieved from

Holland, B. (2013, December 16). Building technology fluency: Preparing students to be digital learners | Edutopia [Web log post]. Retrieved from

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

Hudson, K. (2014, April 23). Student’s digital fluency [Photo]. Retrieved from

Resnick, M. (n.d.). Revolutionizing Learning in the Digital Age. Retrieved from

Tolisano, S. R. (2013, February 18). Digital fluency [Photograph]. Retrieved from

White, G. K. (2013). Digital fluency: Skills necessary for learning in the digital age. Melbourne: ACER. Retrieved from