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The word ‘fluency’ comes from the drive ‘fluent’, it refers to being able to use technology in a way so we can create and navigate information successfully when it is needed to, when we have digital fluency it allows us to be flexible and efficient when dealing with technology (Digital fluency; CORE Education, 2016).

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Three categories that make up Digital Fluency:

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Three categories that make up Digital Fluency:

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Digital/technical proficiency
To be able to understand and work with technology in a fluently matter.

Digital literacy
To be competent enough to teach technology in a learning environment and learn using technology.

Social competence
The ability to communicate and connect with other people effectively through technology.

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When students first start using technology they are digital beginners or also known as neophytes, they develop some technology skills from gaming consoles and playing online however what students need to focus on is the technologies that will benefit them in their education ( Howell, 2013).

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Students who develop the correct knowledge and skills in technology should be digitally fluent and have the capacity to be able to use technology for the following programs:

·       They would be able to use Word, Excel Publisher and PowerPoint.

·       They would be able to create videos and edit pictures

·       They would have developed understanding on the different types of websites, e.g. edu, gov, org, com.

·       They would have experience in hypertexts, eBooks and how to academically evaluate Internet sources.

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It is important to be fluent in the digital world as technology has been changing the way people learn and majority of the information students learn in school is learnt via Internet (Howell, 2013). Many researchers argue that the invention of the Internet has effected the structure of human brain and if the structure of the brain is changing, that means the way students learn and what they learn will change too (White, 2013).