Teaching in a Digital World – Week 8 Reflection “Lifelong Learning”

global citizenship

This week’s topic on ‘Lifelong learning’ is a term that I have heard before in high school. I recall our teacher at the time, saying that learning does not stop when schooling finishes. An article from Lifelong Learning Council Queensland Inc. (2013), confirmed that lifelong learning “is learning that is pursued throughout life.”

In the Digital world, lifelong learning has been made easier. The plethora of resources available online allow us to learn more than ever before. Naturally, the learner requires characteristics like “motivation and capacity to learn, in any type of setting, with any type of teacher, or simply by themselves” (Watson, 2003).

As I continually learn more about the role of a teacher we will be responsible for promoting good learning behaviours and habits. We will have the ability to influence our students onto further study, training or employment (Ramsey, 2000).

Also in this week’s unit, the topic of Global citizenship was introduced. I realised the importance of discussing global issues and allowing them “to think critically about how to solve them, and act as responsible global citizens” (Oxfam GB, 2014). Earth Day is an organisation that I enjoyed researching in that I appreciated how global issues can impact learning.

(Word Count: 200)


Earth Day logo. (2014). [image] Retrieved from http://www.earthday.org/

Global citizenship hand. (2013). [image] Retrieved from http://watchdogwire.com/maryland/2013/06/27/what-is-global-citizenship-ask-your-school-or-ask-sen-ben-cardin/

Llcq.org.au,. (2014). What is lifelong learning?. Retrieved from http://www.llcq.org.au/01_cms/details.asp?ID=12

Oxfam GB,. (2014). What is Global Citizenship | Oxfam Education. Retrieved from http://www.oxfam.org.uk/education/global-citizenship/what-is-global-citizenship

Pendergast, D., Flanagan, R., Land, R., Bahr, M., Mitchell, J., & Weir, K. et al. (2005). Developing Lifelong Learners in the Middle Years of Schooling. Ministerial Council for Education, Early Childhood Development and Youth Affairs. Retrieved from http://www.mceecdya.edu.au/verve/_resources/lifelonglearn_midyears.pdf

Ramsey, G. (2000). Quality Matters. Department of Education – New South Wales. Retrieved from https://www.det.nsw.edu.au/teachrev/reports/reports.pdf

Watson, L. (2003). Lifelong Learning   in Australia. Vital.new.voced.edu.au. Retrieved from http://vital.new.voced.edu.au/vital/access/services/Download/ngv:27081/SOURCE2







Teaching in a Digital World – Week 7 Reflection “Digital Blurring”


For many years video games were perceived as “nothing more than a waste of time, finding themselves on the receiving end of much disdain from parents and educators alike” (Hadfield, 2014). Growing up as a millennial child myself, I can relate to these comments. This information is a stark reality of where past generations had started and to what teaching in today’s digital classroom is about. 

Today’s classrooms are being infiltrated with an abundance of digital equipment. The many platforms in which educational games are deriving from are not just PC-based but extend to include Xbox, Nintendo Wii and the Sony PlayStation. This has allowed students to take learning into a brand new level by exposing them to different media platforms testing their motor skills, problem solving and critical thinking.

The question that is raised from this topic is; can computer games assist in teaching? Absolutely! The resources available allow teachers to “engage students in creative approaches to an even wider range of subjects than they could with traditional games” (Jointhecteam.com, 2014). By adding an element of fun and excitement in classrooms, initiates the learning process by ensuring that games are visually appealing, as well as intellectually stimulating.

(Word Count: 195)



Below is a link to my attempt of making a ‘Sploder’ game. This was perhaps the most challenging part of this unit. The user friendly icons allowed for the game to be built however due to time constraints, the game consists of one level.

SPLODER LINK CLICK HERE ->:   http://www.sploder.com/publish.php?s=d0044jnc


Console Platforms. (2014). [image] Retrieved from http://examinedexistence.com/can-playing-video-games-make-you-smarter/

Hadfield, B. (2014). Technology in the Classroom | Video Games. Dominicanu.com. Retrieved from http://www.dominicanu.com/masters-in-education-resources/classroom-technology/

Jointhecteam.com,. (2014). Video Games in the Classroom. Retrieved from https://www.jointhecteam.com/educators_video_games.html

Sploder Logo. (2014). [image] Retrieved from http://www.jessewattenhofer.com/games


Teaching in a Digital World – Week 6 Reflection “Digital Fluency”


The term ‘Digital Fluency’ refers to a user of Information technology to interpret information, comprehend its meaning, build knowledge and translate ideas in a digitally connected world.

On initial thoughts of this subject, I was immediately drawn to the word ‘fluent.’ Instantly, it related to a language like English whereby I am fluent in reading, writing and communicating verbally.

The prior knowledge of skills needed to become digitally fluent is minimal. Dependant on the individual and the tasks that are being performed, fluency is the ability to undertake a task accurately and easily. So regardless of whether they are a frequent user of technology, fluency covers a wide spectrum of digital understanding.

As teachers, the challenges that face us in the digitally enhanced classroom are how to ascertain whether a student is digitally fluent? Is it a score or level from 1 to 10? I believe if the student is able to comprehend, adjust, formulate and replicate specific tasks – they are on their way to being digitally fluent. The continual development of new software, technologies will challenge their cognitive learning behaviours. Students who are able to evolve in line with those developments will have a greater digital fluency.

(Word Count: 199)

Definition of Digital Fluency


The link below is my first attempt at Scratch. On the topic of “Digital Fluency,” I can see how frustrating new learners of digital technology may find it difficult. I myself being relatively fluent with computers found this extremely challenging. After doing some research with google and having a great determination to learn, it was actually fun! For a first time attempt, I think it turned out well to incorporate audio and a story line. Feedback was received quite well from my Tutor and fellow colleagues.

First Attempt at Scratch


Scratch Logo. (2010). [image] Retrieved from http://chrisbetcher.com/2010/10/teaching-kids-to-think-using-scratch/

Teaching in a Digital World – Week 5 Reflection “Digital Information”


Information that is conveyed or displayed in a digital format is known as Digital Information. Technology allows information to be spontaneous, quick and effective means of communication. In the digitally enhanced world as we know it today, we are able to access a variety of information like images, forums, audio and video streaming (Howell, 2012).

As a future teacher, my understanding that social media networks are a small part of a bigger technology enhanced world. This topic enlightened me to a site called Pinterest. Similar to a pin board, related articles, pictures or website information can be collated to form an overall perspective on a topic. Initially sceptical by its layout, a new appreciation was formed in that my ideas to a topic could be shared and comments from other ‘pinners’ may be added.

Being a regular user of digital gadgets, I utilise various means of accessing information. As an example, I check the weather forecast for the day and keep informed with latest news updates on my iPhone. Even shopping around for specific electronic items, website reviews assist me in making an informed decision. Come to think of it, I don’t remember the last time I picked up a newspaper!

(Word Count: 200)


Howell, J. (2012). Teaching with ICT. South Melbourne, VIC: Oxford University Press

iphone image. (2014). [image] Retrieved from http://www.timesofmalta.com/articles/view/20120610/education/Ever-growing-demand-for-information-professionals.423568

Pinterest Picture. (2013). [image] Retrieved from http://www.edudemic.com/guides/the-teachers-guide-to-pinterest/


The link below is an illustration board created with ‘pinterest’ that incorporates various ways digital information is accessed, shared and utilised in everyday life.

Digital Information we encounter




Teaching in a Digital World – Week 4 Reflection “Digital Divide”

digital divide Sign

Digital Divide is a split in the worlds population that have access to digital technologies as opposed to those who don’t. My first impression on digital divide was quite naive to believe that we are not connected as one may think.

Research shows that on a world platform in 2012, based on population statistics, Africa has the lowest percentage of Internet users with 15.6%. North America in contrast has 78.6% of the population who are users of the World Wide Web. In our own country, I was intrigued that Australia and the Oceanic region, 67.6% of the population have access. With the abundance of technology saturated classrooms, I initially estimated a figure of above 80% (Internetworldstats.com, 2014).

The socioeconomic levels in our own country, reports that only 57% of low income earners in Australia have access to the Internet in comparison to high income earners with 98% (Abs.gov.au, 2014). The obvious division is clear and the Australian government is working to provide the country with the best Internet in line with other developed countries. Current initiatives like the National broadband Network (NBN) came with its own controversies due to costs of infrastructure; however the long term benefit will assist in bridging the obvious gaps (Nbnco.com.au, 2014).

(Word Count: 200)


Abs.gov.au,. (2014). 8146.0 – Household Use of Information Technology, Australia, 2012-13. Retrieved from http://www.abs.gov.au/ausstats/abs@.nsf/Lookup/8146.0Chapter12012-13

Digital Divide. (2013). [image] Retrieved from http://blogs.swa-jkt.com/swa/10848/2013/11/25/digital-divide-academic-investigation/

Internetworldstats.com,. (2014). World Internet Users Statistics Usage and World PopulationStats. Retrieved from http://www.internetworldstats.com/stats.htm

Nbnco.com.au,. (2014). NBN Co – National Broadband Network – Australia | How the National Broadband Network (NBN) works. Retrieved from http://www.nbnco.com.au/nbn-for-home/how-it-works.html?icid=pub:hme:about-nbn:hro:img



The National Broadband Network

“The National Broadband Network (NBN) will ensure that all Australians have access to very fast broadband using a mix of technologies. The Australian Government is committed to completing the construction of the NBN sooner, at less expense for taxpayers and more affordable for consumers.”

Digital Divide Article


Infographic - Digital Divide

The info-graphic created below allows for quick visualisation of facts that are presented in a colourful yet informative way. The combination of graphs as well as figures allow the reader to clearly understand what Digital divide really is about.

Teaching in a Digital World – Week 3 Reflection “Digital Security”


"Identity theft and identity fraud are terms used to refer to all types of crime in which someone wrongfully obtains and uses another person's personal data in some way that involves fraud or deception, typically for economic gain"  (Justice.gov, 2014).

“Identity theft and identity fraud are terms used to refer to all types of crime in which someone wrongfully obtains and uses another person’s personal data in some way that involves fraud or deception, typically for economic gain” (Justice.gov, 2014).

To think that we are digitally connected through someone or something that links us is a thought that scares me. The world of social media has allowed new connections to be formed and expand on existing connections. When ‘Facebook’ launched in 2004, an estimated 1 billion users share personal information like photos, music, fan pages and links (Facebook, 2014).

Reminiscing on my own experiences, information we share in simple text can have its misunderstandings. When typing a sentence or a ‘status post’ online, the feelings and emotions are not conveyed accurately. The dangers associated to these are misinterpretations is that the reader may translate innocent comments to something more serious and may develop into ‘Cyberbullying.’

This weeks topic also explored how our digital identity is a pathway own personal lives. Websites such as scam watch “provides information to consumers and small businesses about how to recognise, avoid and report scams” (ScamWatch, 2014). The task to ‘Google’ our own names and see what our footprints were like certainly was a eye opening experience. I suggest  taking precautionary measures like closing non-active accounts and clean up our digital footprints. This will ensure no one will have easy access my personal life.

(Word Count: 198)


Facebook logo. (2014). [image] Retrieved from http://www.wallstreet.org/2014/02/facebook-is-expanding-its-product-portfolio-diversifying-its-business-model/141155.html

Facebook,. (2014). Facebook. Retrieved from https://www.facebook.com/facebook/info

Justice.gov,. (2014). USDOJ: CRM: About the Criminal Division [image]. Retrieved from http://www.justice.gov/criminal/fraud/websites/idtheft.html

Scamwatch.gov.au,. (2014). About SCAMwatch. Retrieved from http://www.scamwatch.gov.au/content/index.phtml/tag/scamAboutUs/

Shutterstock.,. (2012). [image] Retrieved from http://allfacebook.com/facebook-security-3_b78958

A logo that is synonymous with connecting people.

A logo that is synonymous with connecting people.

Below Video: A cybersafety message for children video.