The author views children as young humans deserving the same respect and importance that is given to fellow adult human beings. The United Nations Convention on the rights of the Child solidifies these beliefs in articles (UNICEF, 2014):

· 12: Children have the right to be heard.

· 13: Children have the right to sensibly get and share information.

· 14: Children have the right to think and believe what they want and to practice their religion, while guided by their parents.

· 15: Children have the right to meet with other children sensibly and form groups.

· 16: Children have the right to reliable information from the media.

Within this framework of empowerment and respect for children's beliefs and values, it becomes clear that the individual teacher and the educations system must work as a whole to align themselves to a less asymmetric view of children. The shift must be towards a more holistic practice where the children's voice is not only heard but used for further learning, guidance and inspiration.

"As I see it, the aims of education are to enable students to understand the world around them and the talents within them so that they can become fulfilled individuals and active, compassionate citizens"(Robinson, Aronica 2016, pp16).

This quote of Sir Ken Robinson, can serve as guidance in the early stages of the author's development of his teaching philosophy, to acquire the necessary tools to commence his journey as a teacher.

Additionally, Sir Ken Robinson argues that passion, defined as the feeling of deep engagement and commitment to something that inspires and interests one person (Robinson, 2014) should be cultivated and nourished in the education system and therefore in every child. For the sake of the argument, he draws from the idea that there are two kinds of

How students learn with digital technologies:

Digital technologies have permeated society in the last few decades to the point of becoming essential parts of it. Digital technologies have had a profound effect on economic models, ways of accessing information and certainly in the education system. Castels (1996) argues that society has now entered the information age in which digital technologies reciprocally influence societal trends.

There is a recognisable path on how learning theories have been influenced by the environment of their time, from behaviourism to cognitivism into constructivism. Further in- depth, from an educational perspective, Piaget's (1964) Constructivism theory highlights how the environment is a foundational building platform for the creation of knowledge while Vygotsky (1978) affirms that the inner reconstruction of the learners are greatly influenced by their social milieu. Constructivism led the way for further development of learning theories such as Siemens (2005) and Dowens (2010) Connectivism that approaches as a result of connections of specialised nodes or information sources that can be non human appliances. Siemens (2005) continues asserting that the individual is not at the centre of its own learning but is part of a delicate network of continuously shifting core elements that are predominantly outside of the control of the learner. Additionally, the connections that enable further and richer learning are more important, according to Siemens (2005) than the acquired knowledge itself.

Simens (2005) theory is interconnected with digital technologies. Within Connectivism, children's learning is linked to networks and nodes, moving away from a small group or teacher approach where learning is in the hands of a few and conditional in access. Siemens (2005), therefore sees the use of digital technologies in children learning as an empowering force that allows the learner to access and individualise an experience that is enriched by the relational aspect of it.

Benedek and Molnar ( 2014) offer an enthusiastic approach to the use of digital technologies in learning by asserting that its intrinsic personalisation is conducive to developing a passionate connection with any content. Since Robinson (2011) sees passion as the foundational element for the creation of effective learning, digital technologies can, therefore, play a key role in determining the success of learning theories applied to children.