This research paper explores the confluence of significant events in my life that shaped my identity as a teacher and researcher. I employed autoethnography to explore my personal life journey across time, space and context, in order to identify and to analyse the significant moments of epiphany that impacted on my decision to become a teacher. The findings of this study reveal a number of universal qualities of good teachers across three continents who, independently and unbeknown to each other, acted as role models in shaping my identity and my desire to become a teacher in order to serve the communities in which I live. Today, I see myself as a lifelong learner, constantly adapting to change and using new technologies to empower my students with the best possible opportunities to self-regulate their learning and to achieve their short and long-term goals.

The impact of digital technologies in education has been the subject of numerous studies. The findings have produced mixed results, highlighting the high degree of complexity involved in teaching and learning and the uniqueness of school settings. Continuous and rapid technological developments present educational communities with opportunities to solve numerous academic challenges. Current trends reveal a move towards the seamless integration of digital technologies into learning spaces to complement face-to-face teaching and learning. This study used Interpretive Phenomenological Analysis to understand an Art teacher's lived experiences as her classroom was transformed into a smart teaching and learning space using a combination of technologies to increase efficiencies in the delivery of the curriculum and address individual learning needs. The case study indicates that transforming traditional classrooms into smart learning spaces using a combination of technologies: uses time more effectively by automating the distribution of a range of educational resources; enhances teaching and learning by blurring the boundaries between physical and digital spaces; increases flexibility, mobility and creates extra opportunities for learning; frees up teaching time to address individual needs; enhances time on task and students' focus on the learning intention; and, encourages students to self-regulate their learning.

In developed countries, digital technologies are disrupting every facet of students’ lives. It is no longer an option to turn off devices and disconnect from the outside world at the school gate. Educators are struggling with the number of technologies being introduced and how to safely and effectively integrate these tools in classrooms that have no boundaries. In an era where it seems that each child takes central place on the world stage; always connecting, learning, creating and sharing, it is timely to investigate the experiences of technology-rich 10–14 years old Australian students’ experiences with technology in everyday life, and reflect on the persisting challenges and the new possibilities being created by the myriad choices of technological tools and their uses. The purposive selection of the participants was based on the volunteers’ daily access to personal devices and frequent use of applications and various online platforms. This inductive qualitative study used concept mapping as a tool for conducting research and thematic analysis to identify and explore patterns in the data. Our findings reveal the formation of a fluid and hybrid digital rhizomatic non-hierarchical and multiplicitous network that allows students to connect, think, act, interact, access ideas and resources in ways that may assist educators in closing the gap between formal learning and informal learning whilst living in a rich technology world.

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