Over the past 20 years, academic interest in body and embodiment has become a key topic, with a sharp increase in social science, cognitive science, and neuroscience. The contemporary era is undergoing major changes in our daily lives through digital technology and globalised networks. Digital technology promotes widespread shifts and interaction between people, language, and artifacts on a previously unimaginable scale, and is rapidly changing our environment. The ability to read, write, and communicate for this should not just be the ability to operate media, but should be able to interact with each other, reflecting the process of creating a person’s existence, thinking, and meaning in a critical and human way. Contemporary communication crosses the media and huge information in the digital world is made quickly and in a variety of ways. Now that the world is constantly moving rapidly in the digital world, education cannot rule out the communication flow of reading and writing for this movement. Text for education is no longer written letters. The body can not only allow external experiences through these digital media tools, but also influence our internal experiences with the help of digital media. Now that the digital world is spreading at a rapid pace, it is essential to consider whether it is a contemporary bodily knowledge, and to consider what changes dance education should interact with digital space in a time of rapid change in communication. Therefore, this study aims to recognise the need for change in dance education, depict the body’s cognitive embodiment in the digital world, and consider digital identity expression through this, and examine untact dance education cases as follows. First, for the discussion of digital embodiment, the digital existence and body through transliteracy are considered. Second, in order to consider the expression of digital identity, experience through untact dance education cases is discussed along with transliteracy dance text.