Spinning yarns around the digital fire

Digital fluency develops as children (and end users in general) become comfortable and natural with using computers and other digital technologies. As Mitchel Resnick suggests, "When you learn to read and write, you are in a better position to learn many other things. So, too, with digital fluency. In the years ahead, digital fluency will become a prerequisite for obtaining jobs, participating meaningfully in society, and learning throughout a lifetime" [16]. David Cavallo of M.I.T.’s Future of Learning Group adds:

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"The idea of building technological fluency draws on the image of being fluent in a language. When one is fluent in a natural language, one can think, express, communicate, imagine and create with that language. In the same way, we like to develop fluency through the construction of, and with technology as a means of, personal and group expression. We try to develop fluency with technology in order to help people become more eloquent and effective in their expression. Just as fluency changes the focus to a more holistic use of natural language, this also changes the focus of learning with technology" [17].

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Some scholars see digital technologies as a way to enable children to have more control and navigation in their learning, mostly through direct exploration of the world around them, ways to design and express their own ideas, and ways to communicate and collaborate on a global level (Negroponte et al., 1997).

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