According to Langefors (1993), the word information is used with different meaning and in different contexts. However, in the digital and information technology world, information can be perceived as an interpreted data (Mortberg, 2000). In other words, data carries the signs which have the potential to compose and decompose, the text, photo music, video of the information from which it is formed. On the same hand, Digital information includes auditory and visual signals stored as data using signs such as zeros and ones. According to Christensson (2006) below, computers only work with digital information unlike humans who perceive information as analogue, therefore information is stored digitally using zeros and ones in a form that computer can understand. Digital information includes data stored on computers and in other digital media such as magnetic or optical discs. According to Dr Jennifer Howell, digital information does not only include text messages and textbooks, it also includes images, audio files, videos, and web links. Digital information includes multiple messages or links that could take us to another websites.
Since digital information exists in different facets such as video links, audio, CDs and other forms, it has contributed immensely to learning and teaching. Students learn in different ways, some are visual learners, while some are oral and kinaesthetic learner. The digital information available to school comes in different forms. Briggs (2013) below, reiterates the emerging technologies that will impact education for the next couple of years. These includes: cloud computing, mobile learning, learning analytics, open contact, 3D printing, MOOCs, virtual and remote laboratories, games and gamification, tablet computing and wearable technology.
Though the advancement of technology pose to impact massively on teaching and learning, there is need to ensure that the students know what to do with the information and skills they acquire in the future. There is need to ensure that teachers and students remember these information and resources for learning and teaching. Teachers and students can adopt the use of social bookmarking tools known as content curations tools such as Diigo, Pinterest and Scoopit for organising and keeping hold of the information and resources they have acquired. Moreover, there is a need to know how to evaluate digital information and to teach the students to become critical users of digital information. For example, padlocks at the bottom right- hand side of some websites indicate that there is security running in the background which would make it safe for us to use our personal details on the site. Also, some web links for big organisations have the organisations shortcut attached to them.
There is a need for students to be taught how to be a critical and informed user of technology, locate, evaluate and synthesise information and to interact safely and responsibly online. The Australian Curriculum, Assessment and Reporting Authority (ACARA) (2010) below, recognises the importance of students ability to make creative use of digital information. It emphasised that students learn how to use ICT with confidence, care and consideration, understanding its possibilities, impacts and limitations.
An effective way teachers can imbibe such skill into the students is to effectively integrate new technologies into the literacy curriculum in order to prepare the students for the digital world and future they deserve.