Are young people tech-savvy or tech-dependent?

Hello world, and welcome to

the podcast for educators passionate
about computing and digital making.

I'm James Robinson, a senior
learning manager here at the Raspberry

Pi Foundation,

and this is the third of three
podcast episodes that we will be releasing

to accompany the recent issue
of the Hello World magazine.

The theme of

that issue is digital literacy,
asking what we actually mean by that term

and how we can best teach the skills
that young people need to use

digital technologies effectively, safely,
and responsibly in the classroom.

On the podcast
today, we're answering this question.

Are the young people

who grew up with technology
around them, so-called 'digital natives',

truly tech-savvy,
or are they actually dependent

on digital tools
without understanding how they work?

To discuss and debate that,

I'm joined remotely by three guests.

Welcome, everybody, and please
introduce yourselves.

Hi, I'm Nicole O'Connor,
digital learning specialist at Digi

Know This. 

Hi. I'm Anna Lahtinen,
senior researcher at 

Haaga-Helia University 
of Applied Sciences in Helsinki, Finland.

Hi, I'm Sway Grantham
and I am senior learning manager

at the Raspberry Pi Foundation. 

Super. Let's kick this conversation off with a
little bit of a rapid-fire question.

So, each of my panellists, what does
the term 'digital native' mean to you?

It has been

the assumption that since they were born
with basically an iPhone or a technology

in their hand, that they would
automatically be very well equipped

for the digital skills
that are needed in the work life.

Cool. And Nicole,
what does it mean to you?

To me, digitally native means a
young person who has been exposed to

technology is naturally going to be gifted
in the skills, competence,

and fluency that they need to navigate
future technologies.

Nice. And Sway, how about you?

Yeah.

I think to me, a digital native is a label
given to people who have been born

with regular access to equipment,
which develop a unique skill set –

we might call it digital literacy –
where those

who were not exposed in that way
do not have that skill set.

Great.

And is it a helpful term, Nicole? 

No. It leaves out a lot of nuances

and the individuality of people.

So when you use a blanket term
in any case, you're always going

to have exceptions to it,

but I think with technology
and anything digital, it's far too

grey an area to just blanket-term
everyone as a digital native.

And there's far too many ways

that privilege
and that access impacts this,

and we just can't take it for granted.

And Sway?

I think I'm going to go with 'useful

for whom'?

I think, useful for young people,
not so much.

There is that blanket terminology.

I think for those people
that are a little bit nervous,

it justifies
that they feel behind in certain tech spaces,

and that can be a great starting place
to say, well,

therefore
you need to build up your skills.

But I wouldn't want to do that
at the detriment of the children

and young people.

And Anna, what are your thoughts on
the same question?

Is it helpful?

I'm going to go ahead and say 'yes'.

I believe it's helpful as a conversation
starter.

However, we're noticing
that 'digital native'

sometimes translates into 'digital naive'

when it comes to the digital skills

that are needed to perform the work tasks.

And even if our young people
might be truly digitally native,

it doesn't necessarily mean that
they would be that in the context of work.

I believe it opens the door to have that
discussion about our world today,

what type of skills, access, and confidence

we need in order to operate
in this digital world.

So as a conversation starter, yes,
I believe it's a useful term

which raises, I believe, a lot of ...
also ... feelings, thoughts, and debate.

That's really interesting.

So I think where you're coming from, Anna,

is very much a sort of workplace
kind of ... lens to this.

Nicole and Sway,
what are your thoughts on this?

Are there other aspects of this term
that are sort of problematic,

maybe in the workplace,
but also beyond it?

So I think the point that's made there
is that all tasks aren't equal,

and so when we're saying 'digital native',
we're assuming that everyone

is using technology in the same way,
and that that is the same way they will

then need to use it in the future,
in education, in the workplace,

and arguably for the rest of their lives.

But actually, when you dig in to what
young people

especially are doing on devices,

there is often a consumption angle –

so they might be watching video, playing
things that someone else has created –

more so than a creation angle,
and then using the technology

to solve problems and meet an end.

And the other point I wanted to
mention was what devices they are using.

So there is a common trend in the UK
that when you're younger,

you're using touchscreen devices
like phones and tablets, and at some point

you have to transition to laptops
and other things.

And I know with some work
we've been doing in Kenya with the

education system there,

a lot of their day-to-day
exposure is using mobile technologies,

but then when they try and use a laptop
for the first time, that's a whole other

skill set that requires a whole different
level of understanding in both

how you interact with it,
but what it can do and the functionality.

So this notion of a digital native,
meaning you can use absolutely everything

in any way possible, is just so broad
that it's very, very difficult to apply.

And Nicole, what does this look like
for you in Northern Ireland?

Because we ... I know we've spoken before
about, like, disparities

between levels of technology
that people might be exposed to.

Do you want to, like, talk about your context?
Yeah.

So I think just on Sway's point there,
like I've seen, and I'm sure many teachers

know the pain of when children
start taking digital assessments,

and they lift the mouse up 
and put it on the screen 

because they're not used to
then transferring from touchscreen

devices to mice and keyboards.

So again, that ... that notion,
and I also agree

that it's a myth for digital natives,
because I spend

a lot of my time doing teacher training,
going out and doing digital workshops,

and I have often heard the slightly older
teacher go, 'Oh, I'm near retirement,

I don't need to learn this.'

More often than not,
I find then the older teachers

are the ones

who have the skills behind them, because
they've evolved with technology over time,

and they're the ones that they know
how to simple search,

they know how to use it critically,

whereas those younger teachers
who have maybe come from the consumption

background for a lot of it,
and then suddenly have to apply it

and work, they actually need just as much
upskilling as everybody else there.

So it's not always ... it's like the young
people are instantly going to be techie.

Hmm. I think something that we've kind of
all maybe hinted at as well, but

maybe we haven't talked about, is that the term
'digital natives' assumes maybe that

all young people or people
that are exposed to technology at an early

age are being exposed in similar ways,
or have sort of equality of access.

And actually, I think there is huge
disparity in the level of exposure

and opportunity to ...
to sort of explore technology.

Yeah. So there's ... there's
kind of like two prongs to this.

One, you have the digital poverty issue,
where just some families

don't have access to Wi-Fi,
never mind to actual devices,

or it's a shared device
for the entire family,

and that's maybe prioritised for parents
who are working and things like that,

or for the older siblings who are doing
more exam courses and coursework.

But then you also have
the issue of parental choice.

So some parents choose not to expose
their children to any screen time.

And that also creates a digital gap,
a digital skills gap.

So even if you did believe
in digital natives and you thought, yeah,

children are going to come into school
with all of these skills,

we can't assume that they have access
to it, either through digital poverty

or through parental choice.

And then we also have the fact
that even in classrooms,

even when children come into school,
depending on the teachers'

confidence with technology,
depending on the access of devices on down

the school, then children aren't getting
the same exposure from postcode to postcode,

but also from classroom
to classroom with technology,

so we definitely
can't make any assumptions.

What I've seen a lot of in early years
education,

so pre-five in the ... in England,

and even into Key Stage ... Key Stage
1, your six-, your seven-year-olds,

is that it's ... it's very challenging
like, hands up to all those teachers

that manage a class of 30

five-,
four-, five-, six-year-olds on devices.

It's a really difficult thing to do.

You've also got this skills
barrier yourself,

and you also are very nervous about it, to
then look at these ... these children

that you need to sit down
long enough and have expensive equipment

that you don't want to
break, is ... is quite scary.

And I think what's really ... it ... 
what's really important

is school is our main equaliser,

where we have things like parental choice
that we've talked about,

where we've got lack of access due
to infrastructure and financial reasons.

School is our place to remedy that
and to give opportunities

to those who haven't had it

and ensure
they have those skills that they need

for the rest of their education
and going forward.

So the earlier we can get that
into the education system, the better.

And I know that that is
sometimes controversial

because the 'young children
having screen time' debate comes up again.

But if we are not at least getting them
to log on to a computer independently

and in a moderated and safe way,

having exposure, knowing what
devices can do, how they can help us,

we aren't going to mitigate that gap,

and it's just going to grow and grow
as they get older and older.

So I think, yeah, I would take
that as my plea, that even though

I ... and I have been that teacher
with 30 Year 1s who can't type their own

name yet, trying to get them
to log on ... battle through it,

because once you've done
that, you've given them a skill for life

that is really,
really important in the modern age.

I find the examples that Nicole and Sway
are giving are truly fascinating,

and it actually inspired me to think,

you know,
what are our aims for education in school?

So in school,
we want to prepare children for ...

for life, for happy, healthy lives, for ...

of course, to develop
the type of competence that will

inspire them
and help them to find their own

professional calling, and to succeed
also in the professional environment.

And I would like to draw a parallel now,
because of my own work.

It has focused for the past
five years on artificial intelligence,

and how do we adopt that,
especially in the workplace context?

And what I see happening there,
with these new digital tools

that we are seeing entering our world,
we can no longer talk about

a single learning curve,
which is to ... gradually rises.

But we talk about multiple learning
curves, individual learning curves,

because what happens when you face

a technology like artificial intelligence,

each of us are individuals,
so we interact with it in different ways.

And in that context, the first question
that James posed to us about equity,

it's no longer a question
necessarily about that 

you have. It is rather,
what will each individual student

need in order to
get somewhere with that technology?

So, James, this term 'digital native',
I don't think that we should

just forget and let go of it,
but it's just ... it has so,

so many more dimensions to it
in the today's context.

Along, like,
'digitally literate' and 'illiterate'.

You know ... we ... we don't ...

we don't assume that children are fluent
in the language that they are growing up

with before they enter school,

because they still have so much vocabulary
to access,

they still have so much enrichment
ahead of them, and skills

to learn with reading,
writing, talking, and listening, and so on

and so forth.

But they're on their journey
to be fluent in that ... in that language.

And I think it's the same with technology.

So that yes, they might have had some exposure,
but over time

they need to learn the skills
to be digitally literate.

They need to learn how to be critical
thinkers, discerning users of it. 

They

massively need to learn

how to be aware of data privacy
and how to be secure using technologies.

They're not even close to that.

But, you know, whenever they're ...

entering school, or until it's formally
and explicitly taught to them ...

so perhaps the literate part
is where

I'm going, more than just digitally native, you know,
they're on their journey to be literate.

I think that's really interesting,
because I think ...

I've got a ... a child
who's just entered reception,

and I think, you know, before they start
school, there's a lot of focus on, like,

can you have conversations
about mathematics when you're ...

when you're in the supermarket,
look at prices?

Can you read words?

We do all of these sort of preparatory
activities to help our young learners

make sure that they are entering school
with the right level

of literacy and numeracy.

But do we have the same care and thought
when it comes to the digital exposure

they have, or do we just kind of

give them the devices
and assume they'll figure it out?

And I think there's ...

there is this sort of scale of literacy,
which I think is really interesting.

How best can we support them
learning those skills?

Yeah.

So I think it's really interesting
in these dimensions

that we're talking about, because I think
another dimension that is often

mislabelled
'digital native' is digital confidence,

and that is the ability
to pick up a device

or to open an application
and press buttons and see what happens.

It's not tied to age or stage per se.

But I think ... thinking about,
how do we build confidence in subjects?

So we need a robust knowledge of what
something can do and how it does that.

And I don't mean all the intricate things,
but I'm not going to choose to

use a device if I don't have any concept
of how it can help me and what it can do.

So even just modelling,
in the first instance, it's

not about, 'Here's a piece of software,
click here, and then click here,

and then click here',
where you're prescribing how to do a task.

It's like, OK, here are your toolbars.

This one here has some shapes on it.

What might they do if you clicked on one?

You think they might draw a shape?
Oh OK, let's try that.

Like, let's click it,
and you just click on the screen once

and nothing happens,
because you need to click and drag.

Well, this gives them an understanding that
the first time I tried, it didn't work.

That was fine,

that helps build their confidence
that I don't know when I open

a new application how it works,
but that I can try it, try it again,

and you start to build their skills
that way.

So it's a mixture of little and often.

You can't do it once and say it's done,
modelling the right approaches

and giving them opportunities to explore,
not always telling them the, quote,

'right' way to achieve an outcome or do a
task, would be where I would start.

That's great Sway,

thank you. Nicole.

So ... Sway's just talked about the importance
of digital confidence.

And Anna talked about new digital tools

like AI. How best do you think
we should be teaching

those skills, or giving young people
confidence in those tools?

That's a great term that I haven't
actually been able to land on before,

is actually
maybe they're just digitally confident,

because the first piece of advice
I give to teachers who

maybe feel nervous about introducing
technology in the classroom is ... I was like ...

just facilitate it ... just like, play,
just put out the tools during play.

Because
I reference the process of Design

Squiggle by Damien Newman, how

we have all of this chaos at the start ...
Whilst we are researching, gathering insights,

and then it tapers into flow
and focus and clarity,

and that comes ... I look at that as play,
the first bit when we are

just hitting buttons to see what happens
and praying that there's an undo button!

But the ... the point that spikes out of it
as well about modelling best practices,

I think is so important,

I do it all the time for my pupils,
especially for any learners

that I have with specific 
literacy difficulties.

So even just showing how I can use
dictation tools, text-to-speech tools,

how I can look up things,
do typing feedback, all of that.

I would have modelled 
that as a classroom teacher without

necessarily needing it for myself,
but just modelling that like,

hey, I'm just using technology to help me,
because then that removes

any stigma or barriers of pupils
who actually then rely on it

and find that that technology is essential
for them accessing the curriculum.

So those type of ways are really like
subtle ways that you can ...

you can breathe it in, just, you know,
without too much formal instruction.

Whenever it comes

then to classroom time, obviously, we have

whichever curriculum
you're following in your school,

but you also have to work
with what devices you have.

So I had to rely on cloud-based tools
that would work

on every device, and everyone would have
a similar experience.

But it was also very important to me
then that pupils weren't

just used to only being
on one type of device,

that they did rotate to the other devices
the next week,

even if that meant a bit of frustration
that they were on a slightly older device.

But I got this term from the course
director at Ulster University

Coleraine

Beverly McCormick,
about this concept of,

being device-agnostic,
so that you have transferable skills

to apply to any device,
but then also to be software-

fluent or operating system-fluent,
so that you don't turn into me,

starting my first day on my PGCE, going,
'How do I use Pages?

I've only used Microsoft Word
my entire life'

and being completely thrown off for a week
trying to learn a new thing.

You know that I've got those transferable
skills that apply no matter what.

I'm glad that we've, A, given Beverley
a shout out because, Beverley is great,

but something else
that I think teachers and educators

should and can be
modelling is vulnerability.

Like not knowing everything and being
exploratory in front of the learners.

That's really important.

Anna, coming to you next.

I wonder if there are maybe better
or more suitable frameworks

that we could use
to describe digital engagement,

particularly those
that maybe help learners

explore through play and curiosity,
and not just passive consumption.

Have you come across anything
in your research?

Yes, I have, of course,

and, in fact,
one of the terms that comes to my mind,

also listening to Nicole, is 'agency'.

So, when we talk about technologies,

yes, it's important to test
the technologies that are out there,

to teach students to use them
to build their digital confidence as well.

At the same time, it's all about
the relationship that we're teaching

the children to ...
to have with technologies.

Because of course, we know that

in addition to those product skills,

we do have the considerations

of how to balance the screen time,

and in terms of access of technology,
you know, there is an interesting

initiative in Finland
that allow the teachers to forbid,

let's say,
mobile phones in a classroom and

give the freedom to the schools also to do
that, even during ... during breaks.

And I think we see a lot of news stories,
you know, in ... around the world about,

you know, exposure to screen time
or devices in school.

And I think one of the challenges
there is that

I don't think it's like a binary answer.

We don't just say,
well, let's take all technology out

the classroom or let's do more.

I think it is that ... sort of case by case,

what's the problem

we're trying to solve?

What's the learning
we're trying to facilitate here?

Where do we use this sort of edtech?

How do we ... I think it's being ... it's
much more selective and much more sort of ...

and it's a whole ... it's

a whole sort of skill and discipline,
and probably the whole episode.

So I'm not going to, like, open up
a whole can of worms there that we can explore,

but I think it's a really important point
that it is far more nuanced.

Sway, I'm going to come to you next,

because I think this ... that ... what that comment
from Anna kind of leads nicely into this.

How do we as educators,

either in the classroom
or developing future resources,

how do we decide what digital skills
are going to be important

for young people's futures,

and what are the things that perhaps we
should be emphasising or developing now?

So it's a really small question
for you to answer in a couple of minutes.

Sway, over to you.

Yeah.

I mean, if we ...
if we had a perfect sentence for that

answer we would probably be millionaires,
because we could, we could market that.

That’s what I was hoping for, Sway, sorry.

What is important

is that we ... we think about a few ...
few different aspects to it.

So one is, what do they need to know now

to get through the context
they're in right now? So increasingly

we need digital skills
to be able to access ... my doctors,

if I need a doctor's appointment

we are no longer allowed to phone
them. It is forbidden.

You have to go online
and book an appointment.

But there's increasingly a digital demand
to be able to access vital services.

So at a very baseline, to be able to

function in this world and access

things that ... that they might need,
what skills are needed for that?

So we're talking about a lot of that
being device-agnostic.

Also,
how many people are stuck using an iPhone

for the rest of their lives
because they don't dare

leave Apple? Being able to use devices
to access services

and ... what skills do those require?

So web browser, searching for information,
understanding misinformation

and data privacy we've already mentioned,
but I think what we're also talking about

is acknowledging that the skills
we have right now, or the need that

there is right now in the world,
if we're talking about a four-year-old,

by the time they reach the workplace,
there's going to be a whole load

of new digital skills
that they're going to need.

We have seen this most recently
with the introduction of AI technologies

and lots of people
trying to upskill in that space.

So what we don't want is to teach them

the very fundamental 
'You have to do it this way.'

We want to teach them that metacognition,
that knowing how to learn,

that digital confidence.

So it's like, right, I have never used AI,
but I've heard it can do this thing

and I'm going to have a go and see
if I can make it do that thing.

And it's really about building up

their experience
at using lots of different things.

Now I use 'things' lightly,
but we could be talking devices,

we could be talking software
and operating systems,

giving them as much exposure

to different contexts ensures
that when they come across a new context,

which they inevitably will do, there is
no way of us sheltering them from that,

they have got the skills that they need
to be able to be successful

in that space.
That's great Sway, thank you.

Nicole, I was going to come to you
because I think we've been ...

we've had a conversation recently about

curriculum in ... in ... in Northern Ireland.

I know that that's something
that's being reformed over there.

What do you think the role of curriculum
is in ... in this space of helping learners

develop the appropriate digital skills
that are going to prepare them

for their future?

When we get our curriculum reform live
and ... and in ... into schools,

I will ... I will expect to see much of
what's already great about our curriculum.

A lot of it is focused on transferable
skills,

and it's asking children
to create films and animations,

but it's not saying, 'Click this', it's
talking about it as a bigger picture,

because also the technology
just evolves also rapidly,

so there's no point
being that, you know, particular about it,

because the ink ... the ink would be still wet
by the time it's out of date.

But where the curriculum can come in

handy here is for actually talking

about some of the non-digital aspects
that are essential for being,

you know, a digital citizen
and a digital worker and a digital maker,

such as the thinking skills
and the partial capabilities.

So we've already touched a little bit
on critical thinking,

but also when we talk about our
explicit

clear communication,

we know right now, like, how efficient
communication is needed for prompting.

Now eventually,

you know, AI is going to get good enough
that we don't need to have, like,

perfect prompt frameworks
to get the best result.

It'll ... it'll evolve over time from that.

But at the moment, that's

what we're encouraging pupils to be,
is very succinct in their communication.

You know, did they put their adjectives
even in the right place?

I got primary sevens excited about
prepositions last year because of AI. Like,

I did not expect that to happen.

It wasn't on my bingo card,
we were developing digital skills

yes, but also your communication skills.

But also there's ... there's a massive
difference between urban and rural schools,

and also, you know, for families there.

I took part in the women's parliament
A few weeks ago

and, you know, that really highlighted
to me some of the issues. For rural women,

being able to navigate
the world is very challenging whenever

you don't have the digital skills there,
but with the curriculum

maybe enforcing and saying that
that's statutory for children

to learn this, this, and this,
then that ... that's the great equaliser.

So Anna, do you think that young people are 
tech-dependent or tech-savvy?

Oh James, maybe we are ... maybe they,

and we, are all on the continuum
of those two things?

My research that we did together
with a team here in Finland,

among the knowledge workers,
it has showed that there are

three super-competencies
that set apart those who are

very excited
about new tech and are able to adopt it

easier, quicker, and better,
as opposed to those who are not.

And those competencies are proactivity,
job crafting.

So the ability and the desire to craft

your own work tasks
and to shape your own landscape of work.

And the third one was self-efficacy,
referring to

your ability to ... and your belief
in how you're able to cope

with the difficult situations

and how good you are at facing ...
facing those.

So in terms of fresh research and also,

I think tying nicely
this concept of digital confidence,

those are some of the skills that we see
are making the difference.

And maybe that's also what helps to ...
make the difference and bring that

digital-dependent more towards the tech-savvy
without losing that digitally

native way of dealing with technologies.

So, thank you Anna.

It was really interesting to hear

about the three super-competencies
there. I think what would be really great

is to kind of get some final thoughts
from each of you on this topic.

So, we'll go to Nicole first.

Nicole, should we stay
clear of the term 'digital native'?

And how do we help young people
become more digitally literate?

Yeah, I think I'm more convinced than ever
to put 'digital native'

in the bin. 'Digital confidence' probably slots
in better there for me

because rather than assuming
that young people

are naturally tech-savvy,
I think what we ... what we need to do

then is to provide structured,
inclusive digital education for all ages.

That doesn't just start from foundation
stage, or nursery, or reception.

That actually needs
come in on up the school as well,

because they maybe haven't
had that experience yet.

So education, critical thinking,
all the thinking skills

that we talked about, and communication,
if they are delivered during this exposure

phase that children have,

then I think they're going to be

in a really good place
to access the digital skills

that we're intentionally
and explicitly teaching them.

Great, thanks

Nicole. And Anna, what ... what ... what
what about you?

Same questions.

Oh, James, I think Nicole said it all,
but she also inspired me

to keep in mind
other dimensions to this discussion.

And of course, in a world where

being digitally literate, it's
no longer an option.

It is ...

it is a must for me personally,

in both in personal life and at work,
everything

starts with values, with ...

working with also technology,
from the right values.

Because we've had this fascinating
discussion today

and a huge element of it
is, of course, also

the ethics in the use of technologies,
new technologies,

AI. If we install the right

type of values into students,

then eventually that will translate into

a healthy relationship with technologies
and with the ethical use

of new technologies in their work
and in their lives.

Thanks, Anna, that's great.

And Sway, over to you.

Yeah.

I mean ... I definitely ...

obviously, everything that's come before!
I think the term 'digital native'

does a disservice to children
and young people,

both in minimising
those who are really keen

and have put a lot of time and effort
into developing their skills, some of that

through the privilege of access
that they've got, and the expectation,

but what it does
potentially do is make certain adults

feel more reassured where they don't

have that digital confidence,
but that is masking the problem.

What we need to do is give those adults
or 'digital immigrants'

the digital confidence

that they need to be able
to access the tools and in turn

that will benefit the digital natives,
or the younger children.

I think in terms of what else can we do
in this space,

the big takeaway
I've seen since the move with

AI becoming much more
prominent, is talk about it.

You have to get to a certain level
of digital competence

before it becomes
something you think about using.

And if we put that in an AI context,

there are lots of things every day
that would benefit me,

but often I don't think of AI first

because I've got all these

other strategies
I'm used to using to solve that problem.

And so the more you hear, 'Oh, I did this',
and 'Oh, I looked this up' and 'Oh,

I ... I created a quick thing,
a quick invitation for a birthday party',

and that is not just with the children
and young people we work with.

All the adults in our lives could benefit

from knowing that technology
could help them solve that problem.

And that doesn't mean you have to be
an evangelist trying to convert everyone.

Technology isn't always the right answer,
but what it does

mean is, the more you can say,
'Oh, I did this using technology',

you will benefit,
like, one other person that hears

you going,
'Oh, I've never thought of doing that,

I might think about that next time.'

And particularly where exposure isn't
an option due to access to equipment,

and that will mean
when you do have access to that equipment,

you have this array of different options
you can choose from.

Sadly,
we need to wrap up the conversation there.

This has been a really fantastic
conversation.

Thank you all for joining me.

This ... this was such a interesting
discussion.

Thank you so much.

It was such a pleasure
also to ... to ... to be here with you.

And I feel like
I've also learnt something new.

So that is always a good sign.

It's great to ... to be a part of this.

It's been really interesting
to hear different perspectives

and how we're all on the same journey
and working towards the same thing,

so I really enjoyed it.

It was a joy to chat with Sway
and Anna as well,

so thank you kindly.

We'd love
to hear your thoughts on this topic.

Do you think the term 'digital native'
is still a useful one?

And what area of digital literacy
is most important for your learners?

You can get in touch with us on email.

We're [email protected]
and helloworld.cc 

is where you can go to read the new issue
of the Hello World magazine.

You can read the digital version
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you can subscribe to have a print copy
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for free as well.

We hope you find the Hello World magazine
and podcast uplifting and useful, and

that our content really helps you engage
and educate young people in computing.

We'll see you soon. Bye!