Driving Question 2: What are the risks and benefits to self and others in the digital environment and what are schools doing about it?

Description

Prior to engaging with this content, I viewed digital technology primarily as a beneficial educational resource that provided access to information, communication and learning opportunities. My perspective was shaped by my own experience as a student, where I regularly used my phone, laptop and online platforms to research information, complete assessments and communicate with classmates. I considered technology an efficient tool that increased my independence and made learning more accessible.

Timotheou et al. (2023) similarly identify benefits of digital technologies for education, including supporting teaching, learning and communication. However, the literature also demonstrates that these benefits coexist with risks including distraction, misinformation, privacy concerns, cyberbullying and digital inequality. This challenged my assumption that increased access to technology automatically produces better educational outcomes.

Feelings

Initially, I believed the benefits of technology outweighed its disadvantages because digital technology had become a normal part of my everyday learning. I rarely questioned how much I relied on it or how it influenced the way I accessed information. Whelan (2018), however, describes students experiencing the challenge of being constantly connected by voluntarily locking their phones away for a day. This made me reflect on my own dependence on my phone and how difficult it can be to separate learning from constant digital engagement.

Although I previously viewed immediate access to technology as convenient, I began questioning whether constant connectivity could also contribute to distraction and reduced concentration. Similarly, Zukerman (2022) raises concerns about the responsibilities of technology companies in addressing misinformation, highlighting that digital risks are not solely the responsibility of individual users.

Evaluation

A significant insight was that schools need to move beyond simply warning students about online risks. The eSafety Commissioner’s Best Practice Framework for Online Safety Education emphasises the importance of implementing structured approaches to online safety education. This suggests that schools have an important role in developing students’ capacity to navigate digital environments safely and responsibly, rather than expecting students to learn these skills independently.

McElroy (2021/2022) also highlights the digital divide, demonstrating that students do not have equal access to technology and reliable internet. Therefore, while technology can increase educational opportunities, schools must also consider whether all students can access these opportunities equitably.

Analysis

These perspectives have changed my understanding of the teacher’s role. My own experience demonstrated that technical confidence does not necessarily equate to critical digital literacy. I can confidently use technology to locate information, yet this does not mean I automatically question its reliability, purpose or potential bias.

Timotheou et al. (2023) emphasise that the effectiveness of digital transformation in schools is influenced by factors including teachers, infrastructure and school capacity. This reinforces the idea that simply providing students with devices is insufficient. As a future teacher, I will need to explicitly develop students’ ability to evaluate information, recognise misinformation, protect their privacy and communicate ethically, while remaining aware that students have different levels of digital access and capability.

Conclusion and Action Plan

This reflection has developed my understanding of technology from viewing it as an inherently positive educational tool to recognising it as a complex influence that presents both opportunities and challenges. Technology can enhance accessibility, engagement, communication and learning; however, its effectiveness depends on intentional and purposeful implementation.

As a future teacher, I will critically evaluate the pedagogical purpose of technology before incorporating digital tools into my teaching. Rather than assuming technology automatically improves learning, I will consider whether it meaningfully enhances students’ educational experiences. I will also balance digital learning with purposeful face to face interaction and foster students’ digital literacy, so they become confident, critical and responsible users of technology.

References

Australian Institute for Teaching and School Leadership. (n.d.). Australian framework for generative artificial intelligence in schools. https://www.aitsl.edu.au/resources/australian-framework-for-ai

Kirschner, P. A., & De Bruyckere, P. (2017). The myths of the digital native and the multitasker. Teaching and Teacher Education, 67, 135–142. https://doi.org/10.1016/j.tate.2017.06.001

Mertel, K. C. M. (2020). Heidegger, technology and education. Journal of Philosophy of Education, 54(2), 467–486. https://doi.org/10.1111/1467-9752.12419

Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational Research, 81(1), 4–28. https://doi.org/10.3102/0034654310393361

Timotheou, S., Miliou, O., Dimitriadis, Y., Villagrá Sobrino, S., Giannoutsou, N., Cachia, R., Martínez Monés, A., & Ioannou, A. (2023). Impacts of digital technologies on education and factors influencing schools’ digital capacity and transformation: A literature review. Education and Information Technologies, 28, 6695–6726. https://doi.org/10.1007/s10639-022-11431-8

Wu, X.-Y. (2024). Exploring the effects of digital technology on deep learning: A meta-analysis. Education and Information Technologies, 29, 425–458. https://doi.org/10.1007/s10639-023-12307-1