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Digital fluency is the ability to be able to effectively employ technological tools when needed and be able to justify why the tools chosen are the most suitable to achieve the end result (TKI, n.d.)

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via Giphy (https://giphy.com/gifs/digital-DYCqww80XOydO

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Students in this generation are being called digital natives because of their reliance on digital technologies (Gallo, 2013). Technology, in particular social media apps, have become an increasing part of the culture of the younger generation and the amazing ability to use them effectively makes the students digitally literate and fluent.

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How will a digital pedagogy in a classroom aid in the development of digital fluency?

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How will a digital pedagogy in a classroom aid in the development of digital fluency?

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Not everybody is a digital native. Depending on the economic or social background of the student, they may not have access to the same technologies in the home environment as they do at school and therefore are disadvantaged as they are not as exposed to the digital world as their peers (Howell, 2013).
Therefore, a strong digital pedagogy will help to lessen the divide between the students and get everybody using technology confidently

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Etam. (2014).

2.2 Information Literacy and Digital Fluency [Image]. Retrieved from http://thinkspace.csu.edu.au/etam/2014/03/23/2-2-information-literacy-and-digital-fluency/

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What does digital fluency look like in a classroom setting?

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What does digital fluency look like in a classroom setting?

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Digital fluency looks like the teacher allowing the children to learn technology through hands-on learning activities. It looks like kids playing around with robotic programs to teach their robot to dance. It looks like making a homemade movie by using a digital camera and then editing it in movie maker (Howell, 2013).
This falls under the Western Australian Curriculum which explains the expectations on students to achieve in the digital classroom. A digitally fluent student can collect, store and present different types of data for a specific purpose using software(ACTDIP016), Implement and use simple programming environments that include branching(decisions) and iteration (repetition) (ACTDIP020) and Develop negotiated criteria to evaluate and justify design processes and solutions (WATPPS31) (SCSA, 2014).

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1. Educate yourself or others on how different web browsers and searching tools work to ensure you are getting the correct information
2.Visit multiple apps and websites for an opinion on the topic to eliminate as much bias as possible
3. Play around with the tools and apps available to you to find out how they work and discover shortcuts
4. Analyse the type of information you are finding online and see whether it is credible
(TKI, n.d.)

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Gallo, L. (2013). Living in a digital world. Retrieved from https://now.uiowa.edu/2013/06/living-digital-world
Howell, J. (2013).  Teaching With ICT: Digital Pedagogies for Collaboration and Creativity. Australia: Oxford University Press
School Curriculum and Standards Authority. (2014). Digital Technologies. Retrieved from    https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/technologies/digital-technologies2
TKI. (n.d.). Digital fluency. Retrieved from http://elearning.tki.org.nz/Teaching/Digital-fluency

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Panos, N. (2017).

10 REASONS WHY TECHNOLOGY IS IMPORTANT IN THE CLASSROOM [Image]. Retrieved from https://blogs.datalogics.com/2017/03/22/10-reasons-technology-important-in-the-classroom/