Over the course of this module, my understanding of digital literacy in education has significantly evolved. Initially, I saw it primarily as the ability to use digital tools efficiently—basic skills like navigating apps or using online platforms. But through deeper engagement with theorists like Renee Hobbs (2017) and explorations into the social, ethical, and educational dimensions of technology, I now view digital literacy as a much broader, more critical competency.

Digital literacy involves not only using digital tools but also interpreting, evaluating, and creating content across platforms in ways that are responsible, ethical, and inclusive. It means being critically aware of how digital environments shape the information we receive, the way we interact, and the knowledge we construct. Hobbs’ (2017) emphasis on creation and collaboration in digital spaces really challenged me to consider how media literacy, creativity, and critical thinking intersect.

For me as being a mature educator this learning has reinforced the need to go beyond just teaching students how to use technology. Instead, I need to help them understand how technology influences their thinking, communication, and identity. For instance, I’m now more mindful of how algorithmic bias, data privacy, and platform monopolies can affect students’ digital experiences—issues closely tied to discussions we’ve had around neoliberalism and the commodification of education.

The Inspire Learning case in the Scottish Borders (Knox, 2022) brought these implications into focus. While providing students with iPads expands access and supports creativity, it also raises questions about dependency on specific corporate ecosystems, data ownership, and the narrowing of digital experience. These are not just technical decisions—they are pedagogical and ethical ones.

As well as most mainstream schools in England especially ones in low income areas. These schools do not have this funding for an iPad per child.

As a result, I see my role shifting from being a facilitator of tech use to a guide for critical digital engagement. I want to design lessons that not only use digital tools but challenge students to think about why and how we use them. This includes incorporating media analysis, co-creating content like podcasts or videos, and encouraging reflection on their digital habits.

For my learners, especially in a world saturated with media and rapid technological change, digital literacy is essential to agency and citizenship. It empowers them to navigate complex information landscapes, participate meaningfully in digital culture, and question the systems they’re part of.

Overall, this module has deepened my appreciation of digital literacy as a transformative and critical practice—one that must be embedded in both my teaching philosophy and daily classroom practices.

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References to Mention (briefly or list below if submitting in writing):

• Hobbs, R. (2017). Create to Learn: Introduction to Digital Literacy. Wiley.

• Knox, D. (2022). Apple targets Scottish Borders for teaching revolution. BBC News.

• Hall, E., & Wall, K. (2019). Exploring Primary Pedagogy: An Introduction for Beginning Teachers. Sage.

Marianantoni, A. (2023) Sir Ken Robinson: Revolutioizing Education through Creativity. [Accessed 4th May 2025]

• Scottish Borders Council (2023). Inspire Learning FAQs.

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