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


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