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With the huge potential that Information and communication technology has to offer for teaching and learning also comes a matching potential for distraction, illicit and inappropriate activity, and poor judgement.

The teacher holds a cornerstone role in the development of understanding, the appreciation of culture and diversity, and the formation of the moral and ethical basis that, like the cornerstone of a building, provides a strong and stable foundation for life in both the real and virtual world they co-inhabit.

The most salient lessons are not learned by avoidance but by facing you action, its impact, and the consequences.

As needs change over time, addressing them might mean switching devices (remaking the choice). As schools progress in their technology implementation, they may find that their needs have changed, and should not hesitate to change devices as their understanding of their students’ needs develops. This seasonal view of devices (rather than “device as school identity”) is essential to helping schools move forward, meet their current students’ needs, and keep the curriculum relevant and timely for the future. A focus on pedagogy and key technology skills will transfer from one device to another, making the shift easier; a focus on being a device expert, or mastering device specific mechanics, will not. Students will graduate into a world that will demand technological fluency, the ability to move and process information across various platforms and devices.

“digital natives” are often highly unsophisticated in their “digital fluency,” and their effective analysis of online information and their sound digital citizenship.