Digital Identities and Digital Security

Digital Identity = Internet equivalent of your physical identity.

Digital Security = Protection of your digital identity.

(JustAskGemalto, n.d.)

According to Techopedia (2016),  digital identity is “an online or networked identity adopted or claimed in cyberspace by an individual, organization or electronic device.” When it comes to the management of digital identity, digital security and privacy are the key areas of concern as once you log onto a device, you leave part of your digital identity – your digital footprint.

Digital Identity

(OISTE Foundation, 2014)

During my research, every time I logged onto my devise I was aware that I had very little control over the information that I share about myself. Once it is “out there”, I cannot control what other “users” might do with it. I may be able to delete a picture, post or message of myself but it’s never completely removed from the internal data bank of the almighty “internet cloud” and unfortunately can always be found by someone that has the power and the means. By using different identities as a source of digital security, as suggested by Tranberg (2013), I am able to have more control over what I post, on which identity I use, who I connect with and how I do it.

Within the classroom, it is important that as an educator I teach my students to protect their digital identities with digital security knowledge. Some examples of this are:

(NYCF, 2016)

  • Not sharing personal information with people they do not know (Belvery & Ivanoff, 2013)
  • Creating strong passwords to protect themselves from identity fraud and theft, cyberbulling and tracking (Digital-identity, 2013).
  • Installing virus and malware protection on their devices to keep them safe from people stealing their personal information or phishing to access sensitive information such as passwords and credit card details which is a persons digital citizenship (Belvery & Ivanoff, 2013).
  • Adding surge protectors to ensure your hardware are not damaged from outside influences (Belvery & Ivanoff, 2013).

By ensuring we have digital securities in place, we can protect our digital identities and be empowered to share what we want and when we want (Internet Society, 2016).


The Internet Society has developed 3 interactive tutorials to help educate and inform people who would like to protect their privacy and identity. 

– These would make for excellent classroom viewing-

Tutorial 1:
Tutorial 2:
Tutorial 3:
screenshot of online identity training module screenshot of protecting your privacy training module screenshot of protecting your identity training module
This tutorial will explain some of the key differences between your online and “real life” identity, recognize the nature of digital identities, and understand the difference between online identity and personal privacy. Watch the tutorial now. This tutorial will explain the key concerns related to online identity and privacy, recognize what kind of user information is collected and why, identify the ways of controlling the privacy of your online identity. Watch the tutorial now. This tutorial will explain the challenges in protecting online identities and help you recognize the ways you can protect your online identity. Watch the tutorial now.



Belvery, J & Ivanoff, K. (2013, February 12). Digital security. Retrieved from

Digital-identity. (2013, February 20). Disadvantages of Digital Identity [Video file]. Retrieved from

JustAskGemalto. (n.d.). What is digital security? Retrieved from

OISTE Foundation. (2014). What is digital identity?  [Image]. Retrieved from

Techopedia. (2016). Digital Identity. Retrieved from

Tranberg, P. (2013, April 10). Fake it – to control your digital identity [Video file]. Retrieved from

Internet Society. (2016). Manage your identity. Retrieved from

NYCF. (2016). Computer and Digital Security [Image]. Retrieved from


Digital Teaching Resource 2.

My second digital teaching resource is a Pinterest page on the First Fleet for Year 3 students.


The Evaluation Matrix

Name of teaching resource: Pinterest page for Year 3 History.


Who should this digital teaching resource be used with? (ie year/grade): Year 3 students as a whole class or individually with teacher assistance.

How should it be used? (e.g. individual, whole class): This teaching resource would be explained by the educator on how to use it by clicking on the pins for the student to research, complete activities, watch short videos and explore the pages of interest as a whole class or an individual.

Which subject or learning area would it be most appropriate to use in? This resource has been designed to follow the HSIE syllabus Stage 2 content for History – First Contacts.

Identify the strengths of this teaching resource: Pinterest is an easy to use, inspiring and personal resource which can be created by pinning “pins” to the page. Pins can be collected and added to the board as interests are explored, making it easy to access for future reference. Pinterest allows an educator to identify a websites merit before allowing students access to the board and encourages students to create digital artefacts that they can be proud of.

Identify any weaknesses of this teaching resource: As with Prezi, Pinterest requires a student to set up an account with a username and password. If they wish to view a Pinterest, they must log in otherwise Pinterest will block pins and it will be impossible to continue exploring. Should students be searching for certain pins, they may come to a dead end making it a time waster, where time is of value within the classroom.

Explain any ideas you may have for further use of this teaching resource: When allocated a classroom, I can foresee myself using Pinterest to pin ideas on all grade curriculum content. From English, Mathematics and Science to Geography and History, Pinterest boards can be explored and created with resources, classroom activities and printables for both educator and student.

 Teaching Resource 2.


Argyle, L. (2014). First Fleet Ships. Retrieved from

Artventure Enterprises Pty. Ltd. (2016). First Fleet Ship [Video file]. Retrieved from

Behind the News. (2014, February 5). First Fleet – Behind the news [Video file]. Retrieved from

Bellifemini, L. (2015). First Fleet convict diary entries. Retrieved from

Burke, S. (2015). Interactive lesson design. Retrieved from

Laura. (2012, May 13). Easy paper ship. [Web log post]. Retrieved from

Lesson Zone. (n.d.). Australian Colonisation 1. Retrieved from

New South Wales State Library. (2014, April 29). The First Fleet. Retrieved from

Our Worldwide Classroom. (2012, January 9). Free printable Australia Day learning packet. [Web log post]. Retrieved from

Peter M. Adamson. (2014, May 22). We’re bound for Botany Bay Lyrics [Video file]. Retrieved from

R.I.C. Publications. (2014, February 4). Australian Curriculum History. Retrieved from

Toomanyflower’s Travels. (2012, June 25). Australian History First Fleet & Sydney Cove. [Web log post]. Retrieved from

Teach This. (n.d.). The First Fleet Convicts who were they poster. Retrieved from

TechStarter. (2013, June 24). Australian Convicts Timeline. Retrieved from

TechStarter. (2015, January 12). First Fleet classroom theme pack. Retrieved from

Toymachine76au. (2009, September 7). First Fleet Landing 1788 [Video file]. Retrieved from


Digital Fluency

“Finding the right information can be like finding a needle in a haystack. Except today
the haystack is the size of the Internet.”

(Information Fluency, 2015)

In formal terms, Digital Fluency is the ability to effectively find, evaluate and ethically interpret digital information, discover meaning, construct knowledge, design content, and communicate ideas in a digitally connected world (Information Fluency, 2014). What that means is anyone can use the technological skills and tools they have with ease, even if they haven’t used them together before (Barnett, 2015).

During my research I discovered that children in the 21st century spend so much time on the internet for educational activities, games, music and social networking, that their technology skills are being acquired inadvertently, possibly causing more harm then good (White, 2013). If we incorporate digital fluency in our schools, we are able to engage students in a protected and supportive learning environment where the specific knowledge and skills utilised will allow for successful active participation and safe use of the internet in the digital world. I have also determined that for students to succeed in their personal, academic and working lives, they must develop their digital fluency skills otherwise they will become progressively disadvantaged at school, at home and at work (Information Fluency, 2014).

The application and use of digital technologies (Wenmoth, 2013).

Howell (2012) suggests that primary school aged students, need to be proficient in Word, PowerPoint, Excel and Publisher to actively and easily participate in the digital world. As an educator, I will need to encourage my students to participate in peer supported learning, engage them in creative activities, involve them in a range of skills that are rich in learning tasks and built around problem solving models of learning,  allow them to participate in experimental activities to view how things work and understand how they work, and build upon prior skills with purposeful activities that are closely linked to the curriculum and involve programs, skill sets and technologies that help them become more digitally fluent and establish set learning outcomes. By doing this, I will ultimately be setting them up to be digital content creators in a world where digital fluency is fast becoming an essential skill (Information Fluency, 2014).


Game based learning:




Andrew Ward. (2014, April 8). Digital Fluency [Video file]. Retrieved from

Barnett, C. (2015). Digital fluency in the classroom. Retrieved from

Howell, J. (2012). Teaching with ICT. Digital pedagogies for collaboration and creativity. South Melbourne, VIC: Oxford.

Information Fluency. (2014, November 11). Digital information fluency FAQ’s. Retrieved from

Information Fluency. (2015). Digital information fluency [Image]. Retrieved from

Wenmoth, D. (2013, November 10). Our digital aspiration [Image]. Retrieved from

White, G. (2013, November 29). Digital fluency for the digital age. Retrieved from




Digital Teaching Resource 1.

My first digital teaching resource is a Prezi presentation on “learning to read or write with learning difficulties, specifically dyslexia.”


The Evaluation Matrix

Name of teaching resource: Prezi presentation


Who should this digital teaching resource be used with? (ie year/grade): Any student in Years 1 to 3 with learning difficulties, such as dyslexia, would benefit from this teaching resource with the aid of an educator or parent.

How should it be used? (e.g. individual, whole class): This is a teaching resource that could be used for an individual student as a one on one learning basis or within a small group with either a teacher or teacher’s aide, reading recovery programmer, parent or guardian. The student/s or teacher can click through the presentation as quickly or as slowly as they wish, allowing the student/s time to read and sound out the letters and vowels. The use of a video file gives them helpful tips on how to sound out words and the addition of a link to online games gives the student/s a fun yet educational outlet. Simple homework is set and can be completed in their own time with some guidance.

Special Education Needs outcomes diagram

(Board of Studies NSW, 2016)

Which subject or learning area would it be most appropriate to use in? This resource has been designed to follow the English syllabus, specifically literacy, for students with special education needs.

Identify the strengths of the this teaching resource: Prezi is an easy to use web based presentation program that offers free templates that can be accessed from any computer with internet connection. It is a great resource for students to add content about a particular subject to generate a digital artefact that can be used within the classroom and will encourage digital content creators.

Identify any weaknesses of this teaching resource: For a student to create their own Prezi presentation, they will firstly need to set up an account with a username and password. If they wish to view a Prezi, they must have the correct link shared with them if it is not set to public otherwise they will not be able to view the Prezi.

Explain any ideas you may have for further use of this teaching resource: The presentation ideas are limitless for Prezi. In sticking with the English literacy theme, I find the idea of presenting individual Prezis on grammar, handwriting, reading and comprehension just to name a few. These would be viewed as a whole class and worksheet activities set for the students. The Prezis could also be printed out and used as posters around the classroom for future reference.

Teaching Resource 1.



Board of Studies NSW. (2016). Supporting students in English with special education needs [Image]. Retrieved from

bonnieterry238. (2009, August 3). Teaching reading phonics lessons sounding out words [Video file]. Retrieved from

ClipartWiz. (n.d.). Clip art school book clipart #1366 [Image]. Retrieved from

Culliney, K. (2014, November 12). Reduced-fat must engage senses far beyond taste [Image]. Retrieved from

Drjoefalbo. (2010, September 20). Phonemic awareness training with blocks [Video file]. Retrieved from

Gardiner, J. (2016). Speech homework for Laura Carr. Glenda Browne Speech Pathology.

Matthews, M. (2014). SPELD NSW Parents Corner Issue 3, from E News. SPELD NSW. Retrieved from

Vector EPS Free Download, Logo, Icons, Brand Emblems. (2015). Prezi Logo [Image]. Retrieved from

Young, K. (2016). Dyslexiahelp. The ticket to success. S.M.A.R.T.E.R. Strategies for success. Retrieved from


What is a digital world?

In brief, the digital world is a way of life, of working, of learning and of teaching where digital technology is used to heighten our goals, our needs, our objectives and our desires (Wood, 2012).

(Mobl21, 2011)

In my research, I determined that without effective digital technology being taught to children or “digital natives” in our schools, our understanding and knowledge of digital technologies will not move forward nor will it keep up with the speed at which it is increasing (Howell, 2012). I discovered that just by having access to the internet, I am always learning, therefore I need to be able to adapt and become apart of the digital world otherwise I risk being left behind and effectively hindering my learning (Howell, 2012).

According to Chan (2015) we live in a world where people are more connected than ever before, predominantly by mobile technologies. This creates a world where instant gratification is the norm and as stated by Soltan (2016) “as our technology moves faster, our patience grows thinner.” By becoming used to instant gratification in the digital world, this can lead to poor choices and major frustrations in the real world (Soltan, 2016).

(Digital Society Forum, n.d.)

I have also ascertained that living a life consumed by technology has become part of the culture for digital natives and one that is foreign to some parents and educators. Many adults are inadequately able to handle the intricacies that may arise (Gallo, 2013). I have found myself in this same situation as digital technology does not come easy to me being a “digital immigrant”. What I have established though, is that by engaging students in the digital world by being “hands on” and using iPods, iPads, tablets, PC’s, social media, internet, smart phones and smart TV’s, I can effectively advance their  learning and help them connect to the digital world (Gallo, 2013).


Further Reading:

Technology has transformed how we live. With global information constantly available in real-time, many of us use smartphones or iPads routinely. Do your views on the merits of gadgets vary?



See how media usage, computers and information technology is evolving for the future.



Chan, D. (2014). The Human Connection in a Digital World. The Huffington Post. Retrieved from

Digital Society Forum. (n.d.). Digital technology and transformations in the working world: the search for a new balance [Image]. Retrieved from

Gallo, L. (2013). Living in a digital world. The University of Iowa. Retrieved from

Howell, J. (2012). Teaching with ICT. Digital pedagogies for collaboration and creativity. South Melbourne, VIC: Oxford.

Matteucci, J. (2014, February 10). Living in a digital world: blessing or curse? [Image]. retrieved from

Mikey Moran. (2010, July 29). Digital Technology Infographic [Video file]. Retrieved from

Mobl21. (2011, August 11). Information consumption in a digital world [Image]. Retrieved from

Soltan, L. (2016). Digital Responsibility. Taking control of your digital life. Retrieved from

Wood, S. (2012). What do we really mean by digital? Retrieved from