For members of twenty-first century society, computers, mobile devices and the Internet play a central role in everyday life. This is no different for school-age children, who have unprecedented access to information and communications technologies (ICT) in the classroom to facilitate their learning. Integrating ICT into the classroom doesn't stop with children: there's no doubt that, as a citizen of the digital age and a university student, the use of computers and the Internet has revolutionized my life and education. Being connected online practically every minute of the day means that not only do I have more information and entertainment at my fingertips than I could ever hope to absorb, but that my learning is more effective than ever. My use of the Internet: a statistical reflection that I would consider I myself am a regular user of ICT and the Internet. My social life, education, and entertainment rely on technology, whether in the form of a PC or phone. In a survey of students based on their ICT usage, skills and confidence, I found that my usage quantified in hours and time division differed widely from my cohort. In the survey, I stated that I spend thirty hours a week online. Compared to the survey population (results displayed in Figure 1), which spends an average of twenty hours online (Au et al, 2014), my usage is decidedly high but not anomalous: 10% of the group spends the same amount of time online , placing me in the top quartile for Internet use in the collective group. The above-average aspects of my Internet use compared to the course group are the time I spend using Internet messaging, playing online games, watching movies and television series, and using audio/video video communications software. The... middle of the paper... y. Canberra: ACARA. pp. 1.Atif, Y. (2012). Integrating conversational learning in technology-enhanced classrooms. Computers in human behavior. 29, pp. 416.Au, W., & Barnes, A. (2014). ICT student survey. Available: https://unisaed.qualtrics.com/SE/?SID=SV_0lAxpMbGFDSnoQR. Last accessed April 5, 2014. Macrory, G., Chretien, L., & Ortega-Martin, J. L. (2012). Technologically advanced language learning in primary schools in England, France and Spain: developing language proficiency in a technologically advanced classroom environment. Education 3-13. 40 (4), 434. Selwin, N., Potter, J., & Cranmer, S. (2009). Use of information and communication technologies by primary school pupils at school and at home. British Journal of Educational Technology. 40 (5), pp. 922-927.Winn, J., & Heeter, C. (2009). Game, genre and time: who finds time to play. Sexual roles. 61, page. 2.