By Michael Hilkemeijer
What Is Digital Literacy in Early Years and Why It Matters
In today’s connected world, digital technology is part of every child’s environment—often before they speak their first word. From tablets to touchscreens, children encounter digital tools in their homes, classrooms, and communities.
But digital exposure alone doesn’t guarantee meaningful learning.
So, what is digital literacy in early years?
Digital literacy in early years education is about considering the use of digital technology in early childhood education for the early acquisition of digital skills to be part of young children’s communication development.
The position statement from Early Childhood Australia, the main governing organisation in Australia for young children in education, titled “Statement on Young Children and Digital Technologies” clearly outlines how digital literacy can be achieved in the early years through four aspects of digital play – Relationships; Health and Wellbeing; Citizenship; and Play and Pedagogy.
For young children, it means developing skills in the use of images and sound to convey information, ideas and feelings about themselves, their activities, and their environment through the use of electronic media. They will begin to develop skills to organise and analyse information.
It’s the ability to explore, express, and engage using digital tools. It means children can:
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Use a drawing app to create and share ideas
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Record their voice to tell a story
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Navigate a touchscreen to solve a problem
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Collaborate on a digital photo collage after a nature walk
Digital literacy in early childhood education is more than operational skills. It’s a combination of:
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Technical fluency (how to use tools)
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Cognitive understanding (what the tool is doing)
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Social and ethical awareness (how to use it responsibly)
Why it matters:
When young children learn to express themselves through digital tools, they:
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Strengthen their communication skills
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Engage in deeper creative play
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Build confidence to participate in 21st-century learning
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Begin forming safe and respectful digital habits
And when educators integrate digital literacy intentionally, it leads to:
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Richer classroom conversations
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More inclusive learning opportunities
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Stronger connections to curriculum goals
This blog is for educators who want to develop digital literacy for kids in real, practical ways—starting with developmentally appropriate tools and digital literacy activities for early years that work in any early learning setting.
Why Digital Literacy in Early Childhood Education Starts With the Educator
The foundation of digital literacy in the early years isn’t a device. It’s the educator.
Children may be born into a world of tablets and touchscreens, but it’s the adult who guides them to use digital tools safely, creatively, and meaningfully. And yet, for many early childhood professionals, this can feel like unfamiliar territory.
Whether you’re a confident tech user or hesitant to try new tools, one thing is clear:
Digital literacy for educators is the key to successful digital literacy for children.
What Educators Need to Support Digital Literacy in Early Years
Research shows that when educators feel equipped, supported, and reflective, they are far more likely to integrate technology in ways that build children's digital capabilities. Here’s what that development process looks like:
| Essential Needs | Why It Matters in ECE |
|---|---|
| Ongoing training and mentorship | Helps educators move beyond app use to intentional, pedagogical integration |
| Opportunities for hands-on exploration | Builds familiarity and confidence with tools and how they support learning outcomes |
| Access to age-appropriate activities | Prevents random tech use and ensures tools align with curriculum and development |
| Time and tools to reflect on practice | Encourages continuous improvement and deeper understanding of children’s digital learning |
| A professional learning community | Enables idea-sharing, problem-solving, and collaborative growth |
Educators need more than a list of apps—they need a space to explore how and why to use digital tools effectively.
Why One-Off PD Isn’t Enough
The research report you read supports a key insight: most early childhood educators want more than a one-off workshop. They’re seeking sustained support that includes:
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Practical lesson ideas
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Reflection tools
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Ongoing community input
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A developmental journey that matches their classroom reality
That’s exactly what the ICT in Education Teacher Academy was designed to provide (note: this is one of only two times the membership is mentioned by name).
It empowers educators to:
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Start small with a digital activity that aligns with EYLF
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Reflect using workbook templates and observational tools
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Collaborate with others on how to adapt and extend the experience
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Progress through a clear Success Path that develops digital confidence over time
What Happens When Educators Are Digitally Literate?
When educators are equipped with digital fluency in the classroom, children benefit in ways that go far beyond just learning how to use technology.
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Educators ask better questions, prompting children to think, reflect, and solve problems
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Digital experiences are embedded into play, not added as extras
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Tools are chosen for their learning potential, not just their novelty
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Children see digital technology as a way to create, communicate, and collaborate
The truth is, teaching digital literacy isn’t about teaching tech—it’s about transforming how children explore, learn, and express themselves in a digital world.
And it starts with you.
Developing Digital Literacy for Teaching and Learning: What Educators Need
Digital literacy in early years education is not something that “just happens” because children are using a tablet or clicking through a game. For it to become meaningful and developmentally appropriate, educators must know how to intentionally plan for, scaffold, and reflect on digital learning experiences.
This is where developing digital literacy for teaching and learning becomes a professional capability—not just a resource selection.
Key Capabilities Educators Must Build
To teach digital literacy in ways that support curriculum goals and real-world skills, early childhood educators need to develop:
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Digital fluency in the classroom – Confidence using digital tools to support play, inquiry, and expression
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Curriculum alignment – Knowing how to link activities with EYLF outcomes and emergent learning goals
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Pedagogical intentionality – Understanding when, why, and how digital tools enhance learning
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Assessment strategies – Observing, documenting, and evaluating digital literacy development
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Reflective practice – Continuously improving through guided reflection, feedback, and goal setting
Matching Educator Needs to Membership Supports
The table below shows how each of these needs is directly supported by the tools and structure available through the professional learning experience (membership):
| Educator Capability | Support Provided by Membership Tools and Features |
|---|---|
| Digital Fluency in the Classroom | Access to step-by-step digital literacy activities tailored for preschoolers (e.g. storytelling, drawing, photography) |
| Curriculum Alignment | EYLF-linked lesson plans with Higher Order Thinking Skills tables and ICT capability strands |
| Pedagogical Intentionality | Success Path stages (Adoption → Adaptation → Infusion) help educators track their pedagogical growth |
| Assessment Strategies | Workbook tools like the Observation Guide, learning story templates, and reflection prompts |
| Reflective Practice and Growth | TPACK radar chart to visually track professional progress + reflective journal pages in the workbook |
| Collaborative Professional Learning | Access to a community of early childhood educators sharing adaptations, ideas, and lesson reflections |
| Responsive Peer Support | The Wisdom Tool allows educators to ask questions and receive curated insights from other practitioners |
This structure ensures that educators are not just collecting digital activities—they’re developing the professional knowledge and reflective habits needed to embed digital literacy into their everyday practice.
What Educators Say They Need Most
Research consistently highlights that teachers feel most supported when they:
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Have structured guidance, not just access to tools
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Can try and reflect rather than simply consume content
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Work within a community of peers who understand their context
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See clear connections between digital activity and learning outcomes
These are the pillars that differentiate this professional learning experience from traditional workshops or online downloads. Everything is designed to help you grow digital literacy capability step by step—and to help children do the same.
Next section preview:
We’ll now dive into what this looks like in action: practical, ready-to-use digital literacy activities for early years that educators are applying right now in real classrooms—with outcomes you can replicate.
A Member’s Journey: 12 Digital Literacy Activities That Build Capability and Confidence
Each digital literacy activity in this journey supports a different phase of an educator’s growth—while developing digital fluency for children through creative, experimental, or purposeful learning. Every lesson is supported by EYLF-linked goals, reflection tools, and flexible planning formats inside the membership.
Step 1: Getting Comfortable with Digital Tools
Transformation Focus:
You build confidence introducing digital tools and start exploring what works for your learners.
| Activity | Type | EYLF Outcomes / Early Learning Goals |
|---|---|---|
| 1. Learning About Computers | Purposeful | 4.4 – Familiarity with basic computer components; 3.2 – Fine motor coordination; 5.4 – Using ICT for communication |
| 2. Drawing with Bee Bots | Creative | 4.5 – Problem-solving with ICT; 4.4 – Investigating movement; 5.5 – Creating digital artwork |
| 3. QR Code Nature Hunt | Experimental | 5.2 – Accessing digital information; 2.4 – Responding to natural environments using ICT; 1.4 – Collaborative problem-solving |
Step 2: Becoming Intentional with Technology
Transformation Focus:
You begin connecting digital tools to curriculum goals and differentiating for children’s needs.
| Activity | Type | EYLF Outcomes / Early Learning Goals |
|---|---|---|
| 4. Digital Nature Walk & Photography | Purposeful | 2.4 – Exploring nature through digital documentation; 4.2 – Digital inquiry; 5.3 – Representing observations visually |
| 5. Outdoor Digital Storytelling | Creative | 5.3 – Expressing ideas through narration; 5.5 – Collaborative storytelling with digital tools; 4.5 – Exploring creativity |
| 6. Sorting Animals Digitally | Experimental | 5.5 – Using digital tools for information gathering; 4.2 – Adapting strategies to solve digital classification tasks |
Step 3: Embedding Digital Literacy into Everyday Learning
Transformation Focus:
Technology becomes a seamless part of how you teach and how children express themselves.
| Activity | Type | EYLF Outcomes / Early Learning Goals |
|---|---|---|
| 7. Digital Self-Portraits | Creative | 5.3 – Making meaning with images and drawings; 1.3 – Exploring identity through digital tools |
| 8. Bee Bot School Bus Simulation | Experimental | 4.4 – Applying problem-solving strategies; 4.5 – Programming for meaningful outcomes; 5.5 – Purposeful ICT play |
| 9. Digital Plant Observation Journal | Purposeful | 2.4 – Investigating the natural world; 4.2 – Inquiry-based learning with ICT; 5.3 – Representing knowledge digitally |
Step 4: Leading with Confidence and Creativity
Transformation Focus:
You confidently design, adapt, and lead digital literacy experiences—sharing your work with others.
| Activity | Type | EYLF Outcomes / Early Learning Goals |
|---|---|---|
| 10. Storybook Illustration & Publishing | Creative | 5.3 – Engaging with language and literacy through digital publishing; 5.5 – Collaborative creative development using ICT |
| 11. Augmented Reality Nature Exploration | Experimental | 4.2 – Inquiry through real-time identification; 4.4 – Building scientific knowledge using digital tools; 5.3 – Expressing discoveries through digital media |
| 12. Puppet Interviews via Digital Recording | Purposeful | 5.3 – Developing oral language and communication; 4.5 – Using ICT to create and represent meaning; 1.1 – Building relationships through storytelling |
Summary Table: Educator Growth, Classroom Impact & Membership Support
| Stage | Transformation for You | Impact on Children | Membership Tools That Support You |
|---|---|---|---|
| Step 1: Getting Comfortable | Building confidence with basic digital tools | Exposure to technology in fun, accessible ways | Lesson plans, planning templates, observation guides |
| Step 2: Becoming Intentional | Using ICT for real learning purposes | Inquiry, creativity, and story building with digital tools | TPACK radar chart, community forum, EYLF-linked reflection tools |
| Step 3: Embedding ICT in Learning | Integrating digital tools across your program | Literacy, science, and creativity supported digitally | Reflection prompts, portfolios, documentation strategies |
| Step 4: Leading and Innovating | Designing and leading digital experiences | Independent creation and confident digital fluency | Wisdom Tool, peer mentorship, contribution to lesson plan adaptations |
This journey shows how educators—and their learners—progress from basic exploration to fluent, creative, and curriculum-aligned digital learning. With every activity, you move closer to achieving digital literacy in early childhood education that is purposeful, measurable, and transformative.
Literacy in Early Childhood and the Role of Technology in Developing It
A Case Study of Practice and Progress in the ICT in Education Teacher Academy
When we talk about digital literacy in early childhood education, we’re also talking about literacy itself. That includes language development, storytelling, communication, comprehension, and multimodal expression—all central to the EYLF and the early years learning environment.
For educators inside the ICT in Education Teacher Academy, developing digital literacy means building these literacy foundations in richer, more engaging ways. Through structured support, practical resources, and peer connection, members gain the confidence to link digital tools with literacy goals—and see children thrive as communicators and creators.
Case Study: Mia’s Journey into Digital Literacy and Literacy Integration
Context:
Mia, an early childhood educator, joined the membership unsure how to meaningfully integrate technology. She believed in the power of digital storytelling but had never linked it to literacy goals.
Challenge:
“How can I support early literacy through digital tools without overwhelming children—or myself?”
First Step as a Member:
Mia used the Lesson Planning Template from the workbook to structure a digital storytelling session using Book Creator. Her goal was to help children retell a shared picture book using voice recordings and illustrations.
How Mia Used the Membership to Support Digital Literacy and Literacy
| Membership Feature | What Mia Did | How It Supported Digital Literacy and Literacy |
|---|---|---|
| Lesson Plan + Planning Template | Aligned the activity with EYLF 5.2 and 5.3 using workbook tools | Ensured a curriculum-linked, purposeful digital literacy task |
| Observation Guide | Watched how children used images, voice, and sequencing | Collected evidence of emerging oral language and comprehension skills |
| Community Forum | Asked: “How do I adapt this for non-verbal or EAL learners?” | Received strategies like using visual icons and sentence starters |
| Wisdom Tool | Searched for ideas on scaffolding storytelling with diverse learners | Discovered tips for multimodal storytelling using iPad drawing and voice overlays |
| TPACK Radar Chart | Reflected on her own growth before and after the unit | Saw growth in Technological and Pedagogical Knowledge—moving toward fluency |
| Digital Portfolio Strategy | Added children’s voice-narrated books to digital learning journals | Captured literacy progress through expressive digital media |
Strategies Members Learn and Apply to Support Digital Literacy Through Literacy
Members like Mia engage in a professional learning cycle where they:
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Ask practical, classroom-focused questions, such as:
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How do I scaffold storytelling digitally?
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What tools best support early phonemic awareness?
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How can I assess communication in a digital format?
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What do digital literacy skills look like at ages 3–5?
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Apply clear strategies, including:
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Using drawing and voice apps to support oral language development
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Creating digital word walls or alphabet animations
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Recording puppet dialogues as literacy play
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Supporting emergent writing through typed or dictated stories
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Using photo captions to connect images to language
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Progress through stages of capability, from unsure to confident:
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Planning one digital literacy activity with a clear literacy goal
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Observing how children communicate through digital expression
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Using reflection tools to refine their approach
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Sharing outcomes with peers and mentoring others
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Embedding digital literacy into everyday story, rhyme, and inquiry time
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Membership in Practice: Literacy + Digital Literacy Outcomes in Action
| Children Gain... | Educators Gain... |
|---|---|
| Skills in storytelling, sequencing, and oral language | Clarity in how to align ICT with literacy outcomes |
| Confidence using images, symbols, voice, and media to express | Support from peers and reflection tools to improve their pedagogy |
| Multimodal experiences linked to books, songs, and real stories | Growth in both their digital knowledge and literacy teaching skills |
| Opportunities to collaborate on shared digital narratives | Structured tools to track and celebrate progress in ICT integration |
Being a member is not about adding more—it’s about teaching more meaningfully.
- You’re not guessing your way through technology.
- You’re using a framework.
- You’re tracking real progress.
- And you’re watching literacy flourish in a digital world.
Taking Digital Literacy Further in Primary Classrooms: A Year 4 Teacher’s Journey
In the early years, members of the ICT in Education Teacher Academy learn how to nurture digital literacy through storytelling, exploration, and play. But as children grow, the expectations around literacy and digital capability expand—so must our teaching strategies.
That’s why primary teachers in the membership take what they learned in early learning and apply it at a deeper level—through structured lesson plans, targeted ICT strategies, and alignment with the Digital Literacy General Capability in the Australian Curriculum.
James’s Story: Evolving Practice, Expanding Impact
James teaches Year 4. Before joining the membership, his literacy lessons included some word processing tasks, but nothing consistent or connected to the curriculum’s digital requirements. His challenge was common:
“How do I make digital literacy part of how I teach writing—not just something I do when there's extra time?”
James began with one lesson from the membership and quickly saw how digital literacy and literacy development could work hand-in-hand. Over time, his students progressed from typing stories to creating persuasive presentations, evaluating online sources, and collaborating through digital platforms.
How the Membership Supports Primary Teachers in Digital Literacy
| Primary Teacher Challenge | How the Membership Supports It |
|---|---|
| Linking literacy with digital capability | Lesson plans mapped to ACELY codes + Digital Literacy General Capability |
| Knowing how to promote digital literacy in the classroom | Workshops and planning templates guide integration across writing, reading, and multimodal composition |
| Tracking student ICT skills while teaching literacy | Assessment tools for both literacy and ICT Capability progression |
| Applying ICT beyond word processing | Activities include digital photography, website creation, collaborative writing, and visual media projects |
| Finding time to plan and reflect effectively | Ready-to-use resources and the TPACK radar chart streamline reflection and curriculum alignment |
Pathway to Practice: How James Developed Digital Literacy in Year 4
| Teaching Focus | Activity | Digital Literacy Capability | Curriculum Link |
|---|---|---|---|
| Multimodal Composition | Create a persuasive advertisement in PowerPoint | Creating with ICT; Communicating with ICT | ACELY1694, ACELY1697 |
| Story Structuring Using Visuals | Sequential narrative using images and captions | Managing and Operating ICT | ACELY1680 |
| Digital Collaboration and Peer Editing | Cross-age tutoring via TalkandWrite + Microsoft Teams/Zoom | Communicating with ICT; Collaborating online | ACELY1682 |
| Visual Literacy + Vocabulary Development | Take and label vocabulary photos from their environment | Investigating with ICT; Literacy and digital text | ACELY1692 |
| Evaluating Online Sources | Website review and credibility analysis | Investigating with ICT | ACELY1680 |
| Publishing and Author Showcase | Create a personal author web page | Creating with ICT; Multimodal storytelling | ACELA1790, ACELT1791 |
Each activity is supported by downloadable templates, clear instructions, and assessment guidance—all available to members.
From Application to Capability: What James Gained as a Member
James's progression didn’t happen all at once. It followed a structured growth model embedded in the membership:
| Stage of Growth | What James Did |
|---|---|
| Explored | Used a ready-made persuasive writing activity in PowerPoint |
| Connected | Began aligning activities with digital capability and literacy outcomes |
| Reflected | Used the workbook’s planning and reflection prompts to assess student learning |
| Shared and Innovated | Adapted lessons for different reading levels and shared outcomes in the community |
He also used the Wisdom Tool to get feedback on how to better scaffold group writing projects and participate in member forums where teachers exchange strategies for literacy and digital literacy integration.
Where Digital Literacy Meets Teaching Purpose
James didn’t just teach persuasive writing or web design—he taught his students to become creators, collaborators, and critical thinkers in a digital world.
What made the difference wasn’t just having activities. It was having a system:
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A system that connected literacy with capability.
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A system that helped him adapt activities to suit real learners.
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A system that tracked his own growth—so his confidence expanded with his classroom impact.
The same system is available to every educator who joins the ICT in Education Teacher Academy.
Digital literacy in primary schools can’t be left to chance. It must be guided, developed, and supported through curriculum-aligned, research-backed teaching.
And that’s exactly what happens next—for every member who’s ready to take the next step.
Digital literacy in Education
In a digitally-dominated society, digital technology is having a profound effect on all aspects of children’s lives. Many of us, including young children, do take technology for granted.
“Digital literacy means having the skills you need to live, learn, and work in a society where communication and access to information is increasingly through digital technologies like Internet platforms, social media, and mobile devices” (Western Sydney University.
Young children need these skills and capabilities to be full and capable participants in their environment.
“Just as it is every child’s right to become literate, he or she should have the right to become a skillful user of ICT. Children should…experience ICT as a tool with vast possibilities for communication and information retrieval/sharing” (Sheridan & Pramling Samuelsson, 2003, p. 267).
Digital technology continues to permeate our society and influence our lifestyles today to such an extent that the Australian Government has set out a roadmap to building a digital economy. This trend is occurring globally and it involves building digital literacy and inclusion from the ground up. However, the latest data on digital inclusion and technology for school age children indicate:
- Overall, digital inclusion has increased year-on-year since 2014, but momentum is slowing.
- Those facing socio-economic barriers are being left behind as services and communities move online. The digital inclusion gap is widening.
- More than 2.5 million Australians remain offline, mostly in rural areas and older age groups. A quarter of Aboriginal and Torres Strait Islander Peoples lack internet access.
- Digital inclusion is still significantly higher in urban areas compared to rural ones, and this gap varies between different states and territories.
- Digital literacy has increased each year nationally, but there is still work to be done in empowering people to safely and confidently use information technologies.
- There is an important new report (Connecting on Country) that focuses on closing the digital divide for children in Indigenous Australian households. Progress is flatlining in connecting Aboriginal and Torres Strait Islander Peoples.
- Affordability remains a key challenge and will only be worsened by the economic impact of COVID-19.
- The pandemic has been highly disruptive for students in low-income families, according to the report’s findings (as it has been for everyone).
(Bagshaw, 2021)
Digital inclusion is about everyone being able to use digital technologies effectively with the Australian economy now experiencing an accelerated digital transformation in many parts of its economy and indeed in other parts of society. It means ensuring that digital literacy in education is embedded so that future workforces are prepared.
Why digital literacy is important in education?
Teaching digital literacy in education is important because it prepares children for their future digital workplace. It is about understanding that today’s children need different types of skills and technological knowledge in order to think critically, evaluate their work and engage in a global community.
It is important for children to engage with digital technology so that:
- Learn 21st-century skills and develop their Digital literacy and ICT literacy.
- Improves their attainment levels.
- Prepares them for an integrated society dominated by ICT developments.
- So that they learn the notion of using ICT as a tool for lifelong learning.
Digital literacy has become such an important issue that after a review of the Australian Curriculum ICT Capability Learning Continuum, it was decided to change the capability to Digital Literacy instead. It differs from ICT Capability in the following ways:
“Digital literacy encompasses the knowledge and skills students need to: create, manage, communicate and investigate data, information and ideas; solve problems; and work collaboratively at school and in their lives beyond school.
Digital literacy involves students: critically identifying and appropriately selecting and using digital devices or systems; learning to make the most of the technologies available to them; adapting to new ways of doing things as technologies evolve, and protecting the safety of themselves and others in digital environments.”
As a result, the Learning Continuum has also been impacted by this changed and has been restructured with five key elements – Practicing digital safety and wellbeing; Communicating and collaborating; Investigating; Creating; and Managing and operating.
Conclusion: Teaching Digital Literacy Can Change the World—One Classroom at a Time
From the first time a child narrates their voice over an image, to a Year 4 student evaluating websites and designing persuasive presentations, one thing becomes clear:
Digital literacy in early childhood and primary education is not a luxury—it’s a necessity.
And yet, meaningful digital literacy doesn’t develop by chance.
It develops through:
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Purposeful creative, experimental, and embedded digital experiences (as Howell reminds us).
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Educators who are supported with structured tools, reflection prompts, and curriculum-aligned activities.
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A professional learning system that not only provides resources, but walks educators through the growth process step by step—from trying their first ICT activity to confidently leading digital learning.
Throughout this blog, you’ve followed:
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An early childhood educator’s journey from introducing computers to creating digital storytelling and coding experiences.
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A primary teacher’s transformation from typing tasks to embedding literacy-rich, curriculum-driven digital projects.
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The practical ways the ICT in Education Teacher Academy supports educators to make this possible—through lesson plans, planning templates, the Wisdom Tool, the community, the workbook, and the Success Path.
This is not professional learning that sits on a shelf. It’s professional development in motion, built into your everyday teaching.
It’s where literacy meets capability, and where digital confidence grows—both for teachers and students.
What if your next digital literacy lesson could help shape the future?
What if the children in your classroom became confident, capable creators—not just users—of digital content?
That’s how teaching digital literacy can help change the world.
And that’s what becoming a member of the ICT in Education Teacher Academy empowers you to do.