ABSTRACT
This conclusion presents some closing thoughts on the key concepts discussed in the preceding chapters of this book. The book examines the context for the need for digital well-being, by painting a vivid account of our digital lives. It explores a digital skills focus, to introduce the concept of digital well-being. The book provides a Learning Matrix for Technological, Pedagogical and Content Knowledge to guide teacher educators and student teachers in planning, implementing and assessing for learning digital and values fluency. The nuanced understanding of digital well-being empowers teacher educators and student teachers in the 21st-century classroom, to educate global, connected citizens. The model is learner-centred, using design thinking to understand and learn digital fluency and values fluency from authentic values dilemmas. Exposition protocol gives rise to learner-centred assessments, where learners become critical producers and consumers of knowledge and gain a critical sense of self in the digital world.
