Participation and the Digital Divide

Auditory summation

Follow the link to the Voki presentation focusing on the topic ‘Participation and the Digital Divide.’


Following is the script to my Voki.

       Digital divide is defined as the difference between those who have access and restricted access to new information and contemporary technologies (Howell, 2012). Broadly speaking, it is evident among lower-performance computer, slow wireless connections and restricted access to subscription-based content (Rouse, 2016). Though 21st century is a digital world, it is not practical to assume that everyone are digitally fluent especially in the classrooms; some cannot afford such technologies and internet bills while others are not comfortable utilizing new devices. Students expect their schooling will be rich in digital technologies (Howell 2012), with an anticipation to be digitally fluent when leaving school. Digital expectancy is an attitude that shows a positive engagement and eagerness to fully participate with the digital world (Howell, 2012).

       According to Howell (2012), this expectancy is driven by a number of factors having electronic era, eConsumerism and digital communication to be the strongest influence. After learning about digital divide, it led me to understand that digital expectancy will change teaching in better ways. One is that communications will be more electronic e.g. emails, texts, blackboard; students will have instant answer to questions that were not asked in class. Second is that teachers will prepare lessons electronically, not only are they teaching through contemporary technologies but they are also learning new ICT and tools. Another benefit is that informations are increasingly accessible online/digital, no more heavy books, notebooks and pens to school. Lastly, classrooms will be less teacher-centered (Howell, 2012); the new approach to learning involves students and teachers working together.

       Overcoming digital divide in classroom means aiding student’s digital learning and preparing them to collaborative 21st century workplace (Harvery, 2014). As a teacher, it is important to develop students’ contemporary knowledge building strategies, directing to greater innovation in learning. Therefore, it is crucial for us to enhance our capability to deliver new ways of teaching.

Bridging Digital Divide



(2016). Digital Divide – ICT Information Communications Technology. Retrieved from

Harvey, Brison. (2014, July 2). Bridging the Digital Divide in Classrooms. Retrieved from:

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


Rouse, M. (2016). What is digital divide? – Definition from Retrieved from


Digital Fluency

Written Summation

Digital Fluency means to effectively use digital technologies for teaching and learning (White, 2013). A person that is digitally fluent not only have the skill to use digital tools but have the knowledge to why they use certain devices for particular contexts (Spencer, 2015). Howell (2012) highlighted to declare oneself digitally fluent, he/she must engage throughout the process of learning and confidently use digital apparatus for desired outcomes.

Digital Fluency is a combination of:
  • Digital proficiency
  • Digital literacy
  • Social Competence

    Fluency is shown as knowledge and confidence in using digital technologies.

(Wenmoth, 2015)

3 Ways in Building Technology Fluency
  1. .“Flip your lessons”

Instead of giving students discrete instructions on how to solve problems, teachers should provide students ownership in their learning process. I remember when I was in High school, my chemistry teacher gave us books and worksheets with answers that served as a guide to me of what methods I could use to solve the questions. Doing this, challenges students to think and apply the resources given to them to find answers related to the problem.

  1. .“Create Scaffolded Challenges”

Providing children partial instructions start the “ball rolling”; they have an idea where to start and this gives them enough scaffolding e.g. figure out how to finish the project on their own. As a result, students learn how to read menu items, search the web to gain more information, become innovative thinkers and “taking critical steps towards fluency” (Holland, 2013).

  1. .“Empower Student Leaders”

Persuade students to share their ideas or solutions! Empowering a student to explain her/his solution to someone or to the class prepares her/him in contributing to the society they liv in. It develops children’s critical thinking, even pondering questions in mind like “How could I share this in a clear manner?”

(Holland, 2013)


Checklist to see if you are digitally fluent

Be able to use proficiently Word, PowerPoint, Excel, Publisher

Be able to create digital artefacts e.g. videos, podcasts

Be experienced in blogging

Have experience in more complex technologies

Understand the associated language- terminology and meanings

(Howell, 2012, p.139)



Holland, Beth. (2013, Dec 16). Building Technology Fluency: Preparing Students to be Digital Learners. Retrieved from:

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

Spencer, Karen. (2015, Oct). What is Digital Fluency? [blog post]. Retrieved from:

White, Gerald K. (2013) Digital Fluency : Skills Necessary For Learning In The Digital Age. Melbourne: Acer


Visual Summation

Explore the topic on ‘Transmedia’ in the Sway included below or click on the link provided

     References are included at the end of the Sway, the videos and images are live links and take you to their source, as such they are not required in the reference list.

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