Digital Fluency

I discovered that through the use of creative activities, there will be less teacher-led learning and more collaborative, peer-supported learning. For example, allowing children to work in a group environment, such as a group research assignment, encourages the students to work as a team and learn from each other. I agree that creative activities will increase learning. Students often learn through teaching their peers, as they are simultaneously explaining and reiterating to themselves, as they are explaining to one another. (McDevitt, Ormrod, Cupit, Chandler, & Aloa, 2013). I believe this will create positive results for the students, as through my personal learning experiences, I always found it was extremely helpful to learn in small groups. Often I learnt a lot from my peers, as we would think of different answers to one another, hence we broadened our learning and range of thinking.

Collaborative Learning

(Wagner, 2013). Collaborative learning benefits all students involved.

(Candler, 2013).

(Candler, 2013). Students learning together in small groups.

I learnt that experimental activity allows students to discover how to make something work. (Howell, 2012). I now comprehend the importance of letting children experiment throughout their learning. For example, by allowing students to experiment with Microsoft Excel, they would be able to discover how to make the program work. This has taught me the importance of allowing students to teach themselves, as opposed to being instructed constantly.

(Candler, 2013).

(Candler, 2013). Students engaging in experimental activity.

I learnt that the main objective for primary teachers is to consolidate and build upon previous skills in order to develop digital fluency. (Howell, 2012). For example, word processing is one of the core basic skills students will continually use throughout their schooling. (Howell, 2012). We need to allow students to engage in purposeful activities to build upon their prior skills. I am thrilled I learnt how to incorporate these activities into lessons effortlessly, (for example, particular formatting required for assignments) as I feel it will make me a better teacher.


(ICOMPUTEUK, 2014). Purposeful activities allow students to build upon prior skills.


Candler, L. (2013). Corkboard Connections. Retrieved from

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

ICOMPUTEUK. (2014). Primary Computing: Classroom Tips and Advice. Retrieved from

McDevitt, T.M., Ormrod, J.E., Cupit. G., Chandler, M., & Aloa, V. (2013). Child Development and Education. Frenchs Forest, Australia: Pearson Australia.

TCSGlobal. (2015, February 10). TCS goIT: Creating Digital Fluency Among Students in US & Canada. Retrieved from

Wagner, S. (2013). Wikis: Creating Collaborative Learning Spaces. Retrieved from


Leave a Reply

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s