Personal Refelection

At the start of this unit I was unsure if I would enjoy studying it. After completing almost half I now have a broader understanding of the digital world and the important roles it plays within education. As an aspiring Visual Arts teacher, I could think of little use for technology in the classroom. But now after completing the weekly readings and conducting my own research there are so many programs and applications that can be used in the art room.


Exploring all the free resources available and using PowToon, Audacity, Soundcloud, Nearpod and so many more of the weekly programs has broadened my own digital fluency and I am excited to start using some of these in my lessons. Some programs I felt were limiting. Voki for example, was limited to a minute time length and 600 characters (unless it was a paid account) which wouldn’t meet the outline of the assessment task. However, I did find strong alternatives that would present my information in an effective manner and were quite simple programs to use.


Creating a digital pedagogy is expected from our 21st century learners. Howell (2012) describes our students as “digital natives” (p. 6) which have now developed “digital expectancy” (p. 59-67) across the curriculum. As a teacher I would be expected to develop a strong digital pedagogy to keep the students engaged and to keep up with the times and necessity of technology. I strongly agree with Wainwright’s (2013) research conducted on iPads in the classroom. They have become a necessary tool to all age groups and have proven results of engagement and success.


Following this unit, I can now competently use some of the programs we have explored across the rest of my degree. When I start the Arts units, I look forward to incorporating the digital world into my studies and presentations to stand out from the crowd.



Howell, J. (2012). Teaching with ICT: Digital Pedagogies for Collaboration and Creativity. Melbourne, VIC: Oxford University Press.

Wainwright, A. (2013). 8 Studies Show iPads in the classroom improve education. Retrieved from


Digital Fluency



Australian Curriculum Assessment and Reporting Authority. (n.d.-a). Information and communication technology (ICT) capability. Retrieved from

Australian Curriculum Assessment and Reporting Authority. (n.d.-b). Information and Communication Technology Diagram [Image 2]. Retrieved from

Google. (n.d.). Google Logo [Image 1]. Retrieved from

Howell, J. (2012). Teaching with ICT: Digital Pedagogies for Collaboration and Creativity. Melbourne, VIC: Oxford University Press.

Powtoon. (2018). [Digital Images] Retrieved from

Spencer, K. (2015). What is digital fluency? Retrieved from

White, G. (2013). Digital fluency for the digital age. Retrieved from

Digital Curation



Australian Government. (n.d.). Learning about the digital world. Retrieved from

Digital Curation Centre. (2018). What is digital curation? Retrieved from

Harris O’Hanlon, L. (2013). Teaching students better online research skills. Retrieved from

Pickings, B. (2017). Digital curation. Retrieved from

Wittbrodt, A. (2018). Evaluating digital information tutorial. Retrieved from

Digital Identities and Digital Security

Have you ever ‘Googled’ yourself online? What comes up? What you see is your digital identity.

Video 1: What is a digital identity? (Teaching & Learning Innovations CSUCI, 2015)

A digital identity is a collection of information about a person’s online activity. Any time something is searched, posted, uploaded, logged into, purchased, registered, read or viewed online our digital identity gets larger and easier to track (Rouse, n.d.). Teaching our students to be safe while they are using the internet is necessary to keep their own work, social life and identities theirs. Videos, photos and comments can stay with you long after your education is complete (see video 2). Introducing a cyber security topic into the ICT classroom can give our students the knowledge and skills needed to remain protected online (Ayers, 2017).

Video 2: How I Met Your Mother Season 7- Beercules (TheSvinja, 2011)

Online resources provided by the Australian Government such as The YeS Project can assist educators across all schools convey the importance of digital security and participation to their students through complete lesson plans (Australian Government, 2018). This program encourages students to engage positively with other people online, know their online world by determining which sites are good or bad and choose consciously about when and where to participate online. Using these skills effectively will result in a positive online presence.


Image 1: Digital Footprint (West, 2018)

Protecting your information and digital contributions is important in school and after your education is complete. Addressing digital security and digital footprints in the classroom will prepare our students for later life but also teachers will increase their digital knowledge and participation. The digital expectancy of educators becomes increasingly essential as our students become more digitally native with their learning and home life (Howell, 2012). As educators, having a positive online presence is important to effectively separate our home lives to our professional lives.



Australian Government. (2018). YeS Project. Retrieved from

Ayers, R. (2017). The importance of teaching students about cyber security. Retrieved from

Howell, J. (2012). Teaching with ICT: Digital Pedagogies for Collaboration and Creativity. Melbourne, VIC: Oxford University Press.

Rouse, M. (n.d.). What is digital identity? Retrieved from

Teaching & Learning Innovations CSUCI. (2015). What is a digital identity? [Video File]. Retrieved from

TheSvinja. (2011). How I met your mother season 7- Beercules [Video file]. Retrieved from

West, S. (2018). What is my digital footprint poster [Image 1]. Retrieved from