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what is important in digital literacy is that we understand and teach “how to use technology, or relate to it, in ways that are productive and meaningful” (p. 144). As she says, if we ignore technology altogether, like Samuel’s limiters, or provide students with access to technology without guidance, as do enablers, we prevent them from developing a critical understanding of the role that technology plays in our culture, ultimately leaving them with no position from which to understand emerging technology other than fear or blind acceptance

Samuel reports that she has found some telling correlations in her data between these parenting approaches and children’s online behaviors, noting that “mentors are more likely than limiters to talk with their kids about how to use technology or the Internet responsibly,” while “among school-aged kids,” it is the “children of limiters who are most likely to engage in problematic behavior: they’re twice as likely as the children of mentors to access porn, or to post rude or hostile comments online; they’re also three times as likely to go online and impersonate a classmate, peer, or adult.”

Now pretty much everything seems to be digital, from television and radio to music players, cameras, cellphones, and even books

we first convert the information into numbers (digits)

People accept digital things easily enough, often by thinking of them as electronic, computerized,

What we saw instead was that DigiTech enabled teachers and students to do the same things faster and more efficiently, albeit after some teachers had invested time and effort in learning how to use different technologies.

We conclude this paper by drawing on Veletsianos (2016 Veletsianos, G. (2016). Emergence and innovation in digital learning: Foundations and applications. Edmonton: AU Press, Athabasca University.) to suggest that a focus on ‘emerging technologies’ and ‘emerging practices’ in digital learning could be a useful way forward. As Veletsianos (2016 Veletsianos, G. (2016). Emergence and innovation in digital learning: Foundations and applications. Edmonton: AU Press, Athabasca University.) argues, ‘emerging technologies’ and ‘emerging practices’ transcend disciplines and, moreover, what makes practice and technology emerging is not the technology, but rather the environments in which technologies and practices operate. Emerging technologies and practices, therefore, are foregrounded in the belief that technologies and practices shape and are shaped by sociocultural environments.

As Veletsianos (2016 Veletsianos, G. (2016). Emergence and innovation in digital learning: Foundations and applications. Edmonton: AU Press, Athabasca University.) argues, DigiTech is not yet established in education.