Ten Steps to Maintaining a Positive Digital Footprint

Above you will find my presentation on steps to maintain a positive digital footprint.  I have also included the ten basic steps below.  Thank you!

10 Steps to Maintaining a Positive Digital Footprint

1. Know what your digital footprint looks like.
2. Continue to track your digital footprint.
3. Remember, "What happens on the Internet, stays on the Internet."
4. The "Golden Rule" applies to digital footprints too.
5. Promote yourself!
6. Limit the amount of personal information that is shared online.
7. Be aware of any "cyber twins" you may have.
8. Be aware of a site's terms and conditions.
9. Housekeeping is a must!
10. Filter what others post about you online.

My Digital Footprint

I've done it many times before, I'll admit it.  I've "Googled" myself.  I never managed to find much on myself, because there are many other people who share my name.  Kimberly Smith is definitely not the most original name on the planet.  When I entered my name into Google I learned that there are many people with my name who have become quite successful in their career pursuits, but I was unable to find anything that linked directly to me.  I think for a long time I interpreted this to mean if someone were to try and find out anything about me, it would be next to impossible.  After some more in-depth searching this week, I have modified my thinking a little bit.

The technological developments of the 21st century have brought about a cultural norm in which almost everyone is online in some way, shape, or form, making the creation of a digital footprint nearly inevitable.  While this may cause some people discomfort, I find it to be both a gift and a curse (for some).  A digital footprint can be beneficial in that it promotes the adoption of responsible use of the Internet.  Those who are aware of the impact one's digital footprint can have on life off the web are likely to proactively build a positive trail of information about themselves.  They are well aware that nothing happens on the Internet in secret, and that the decisions they make online is public knowledge. 

At the same time, many people are uneducated or in some cases completely unaware, of the existence of digital footprints.  Some of these people still make responsible choices about posting online, and if made aware of the trail of information they leave behind, would discover they had a positive digital footprint.  However, there are many people (commonly, but not exclusively, adolescents) who do not make responsible choices.  These people are unaware of the impact that content posted online can have on their life.  

As a teacher in an elementary school, I find it critically important that students are educated about their digital footprint from an early age.  Increasing awareness from the beginning of a child's life as an Internet consumer could be a helpful first step to decreasing the presence of negative digital footprint content.  I will be assuming the position of technology teacher for the 2014-2015 school year.  I will have the opportunity to meet with each class in my school once a week.  Digital citizenship is something that I plan to make an issue of importance early on in the school year.

In returning to my initial discussion of my own digital footprint, or what I perceived to be a lack thereof, I put a little more effort into tracking my own digital footprint this week.  I used the site Spokeo to see what information I could find based on email addresses (current and past) I have had, and my phone number, since a first/last name search was sure to report the same results as searching for myself on Google.  The first piece of information I found about myself was my dorm address during my freshman year of college ten years ago.  This information linked directly to my current address.  This proves that information made available on the Internet does not have an expiration date.  Through further searching I was able to find links to all of my social networking profiles (though because they were all created using a variety of email addresses I've used throughout the years, were not all present in the same group of information), addresses that I have had in the past, and the names of family members.  Following this revelation, I went back to Google and searched myself with + between all the words and added my location to the search.  I was able to find a couple of photos I've used for profile pictures on various sites, as well as a link to my page on our district's website.  The image search also returned pictures of other people I know from certain aspects of my life, from my district's Director of Special Education, to one of my college roommates, and even some people I have had classes with in the Ed Tech program!  This was probably my most shocking discovery.

I was never in denial that I had a digital footprint, I knew it was out there.  I simply thought it would be harder to find than it really was.  While I don't think I am probably the easiest person to track down online, I know it is possible.  This week has served as a reinforcement of the importance of my maintaining a positive digital footprint for myself personally, and as a role model for my students.

Project Ideas and Driving Questions

In the beginning stages of developing my project idea and driving question, I am reminded of my undergraduate studies and the first time I was "turned loose" with lesson planning.  I had my lesson idea, and it was going to change the world.  Once I got past my own ego, I realized that there were a lot of little things I had to consider before I was even close to ready to even think about setting foot in a classroom to teach the lesson.

Beginning to plan my PBL unit felt very similar to this experience, but in a less egotistical way.  My project idea came to me the previous week, and I informally began to construct the lesson in my head before I started the formal documentation.   As the idea continued to develop in my head, I grew more excited about the end product.  The wood chips on our playground are a huge issue among our students and I am very excited to see what the kids can accomplish if given the opportunity to try to influence change.

My excitement powered me through the first phases of project planning.  I had already targeted the basics in my informal planning.  It was when I reached the driving question phase that I had to force myself to slow down and catch my breath.  The class resources, especially the webinar video from BIE, were very helpful in directing me toward a guiding question and thinking about effective sub-questions to help guide student learning.  It is just as difficult from a teacher's standpoint to encourage open-ended thinking as it is for students to engage in open-ended thinking.  It is much easier to ask a closed question with a simple answer, so it was helpful to slow down and really think about the big idea.  It seems like it helps to start the project off on the right track.

I am still excited about my playground resurfacing project, but I have shifted my excitement toward the next stage of development, rather than the end product.  I know that in time, I will get there.

Personal Learning Networks, Communities of Practice, and Connectivism Through Creative Expression

The concepts behind personal learning networks, communities of practice, and connectivism are related and yet exclusive ideas.  All three concepts focus on gaining knowledge through a personalized network.  Pettenati and Cigognini (2007) state, "the true competence for a lifelong learner of the knowledge society would be the capability to "stay connected" and "belong" to digital communities with which interests are and can be continuously shared." The image above serves as a metaphorical representation of the similarities and differences of PLNs, CoPs, and connectivism.

"A personal learning network (PLN) is an adult's own assemblage of resources and means of assimilating knowledge from those resources." (Neubauer, Hug, Hamon, & Stewart, 2011)  At the center of each PLN is the person himself.  Each person has his own unique set of interests and experiences in which he can reach out to others with similar backgrounds.  In my interpretation, this system of networking is similar to a snowflake.  A snowflake extends out from its center in multiple directions and branches out in its own unique pattern.  No two snowflakes are alike, in the same way that no two PLNs are exactly alike.

It was difficult for me to see a clear difference between a personal learning network and a community of practice.  However, Neubauer, Hug, Hamon, and Stewart (2011), also provide a clear definition of communities of practice that helped me to differentiate between the two.  They describe CoPs as "a group of people who are bound together informally through sharing expertise and enthusiasm for something."  When I realized that PLNs are relative to one person, and CoPs are relative to a group of people, I began to form the idea of how the three concepts can be united by the theme of snow.  Extending the metaphor, a CoP is similar to a snowball.  A snowball is simply a number of snowflakes that have bonded together.  Communities of practice are like snowballs in that they are formed by groups of people with their own set of PLNs (snowflakes).  The people in a CoP all share information and knowledge based on the similar ideas within the group.

There is much debate about the theory of connectivism and whether or not it qualifies as a learning theory in its own right. Dunaway (2011) describes connectivism as "the importance of the ability to recognize connections, patterns, and similarities; the ability to synthesize ideas and information is central to the connectivist perspective."  In my own thinking about the definition of connectivism, I took this to mean that connectivism is the process of gathering information through the use of PLNs and CoPs and using that information to construct knowledge in a way that is unique to one's own experiences.  With this in mind, when considering a PLN as a snowflake and a CoP as a snowball, connectivism is what is created using those resources.  In the case of my metaphor, I chose a snowman.  The snowman that is built is unique to the knowledge and understanding of the builder, and based on what they have collected from snowflakes to snowballs and eventually the snowman itself.

The common link of snow in each of the concept representations serves as a metaphor for networking.  Networking is the link that connects PLNs, CoPs, and the theory of connectivism.  If people did not have the ability to communicate and collaborate with others through the tools they have available, new knowledge would not be readily available at the rate it is today, much in the same way that if snow did not exist, one would not have the ability to analyze the crystals of a snowflake, roll it into a snowball, or build a snowman.

References:

Dunaway, M. K. (2011). Connectivism: Learning theory and pedagogical practice for networked information landscapes. Reference Services Review. 39(4), 675-685. doi: 10.1108/00907321111186686

Neubauer B., Hug, R., Hamon, K., & Stewart, S. K. (2011). Using personal learning networks to leverage communities of practice in public affairs education. Journal of Public Affairs Education, 17(1). Retrieved from: http://www.jstor.org/stable/27919545

Pettenati, M.C., & Cigognini, M.E. (2007). Social networking theories and tools to support connectivist learning activities. International Journal of Web-Based Learning and Technologies, 2(3), 42-50, 52-60. Retrieved from: http://search.proquest.com/docview/224638774?accountid=9649  

Project-Based Learning Research and Planning

This week I viewed several samples of different project-based learning (PBL) units at the elementary level.  After my realization last week that what I was doing in my classroom thinking it was PBL when it was actually closer to thematic units, it was nice to read about and see some examples of PBL in action.

After reading about the eight essential components of PBL last week, the point that resonated with me the most is that the project must have some relevance for the students participating in order for them to buy in to the idea and take ownership of their learning.  I looked at an example in which kindergarteners used a mobile that was installed in a school corridor as the basis of a PBL project in which they wrote letters to various groups in the school and community to tell them about the mobile, and worked in groups to write poetry regarding the trees that were used to create the main part of the mobile.  I also viewed an example of another PBL project in which upper elementary students took on the role of architects to transform vacant courtyards on their school campus into productive and usable space for the students at the school.

It was the second project that caught my attention and sparked an idea for the start of my own project for EDTECH 542.  A few years ago, the maintenance department of my school district decided to replace the sand that surrounded our playground equipment with wood chips.  The second grade class at the time disliked the decision so much that they started a petition, that had dozens of signatures by the end, in support of removing the wood chips.  But, since the petition itself was not enough to bring about change, the second grade wood chip movement ended there.  Last year, many of these students were in my class as third graders and continued to express their dislike of the wood chips and how their petition had failed to make a difference.  We talked a little bit abut why it didn't spark a change, but there really wasn't much discussion beyond that point.

Next year, I will not be in a regular classroom setting, as I will be the technology specialist.  So, I would like to develop a PBL lesson that could potentially be used by one of the fourth grade teachers who will have the same concerned students next year.  The basic idea for the project will be that the students will research other materials that can be used around the playground equipment, the cost, effectiveness, etc., and come up with rational ideas for how to fund the replacement of the wood chips.  After completing these steps, the students will report their findings and ideas to school and district administration.  There is no guarantee that it will change anything, but at least the students will have a chance to have their voices heard.

I am really excited that I have come up with such a great relevant idea that can be put to use in my school.  I won't be able to use it directly with students myself, but I have been in contact with my principal about this class this summer, and she is excited about having me assist others with PBL in our school based on what I am learning in this course this summer.  This project will be a great start to that!

Inital Thoughts on Project-Based Learning

When I registered to take EDTECH 542 this summer, I was extra excited about the course because we have been facilitating project-based learning at my school for the last year.  This would be my opportunity to fine-tune what I knew about PBL, or so I thought.

After the first week of class, and reading what PBL is all about, I have come to realize that what my school perceives to be project-based learning is really teaching thematic units.  The description of PBL that we were provided with really was that PBL and thematic units were the same thing.

With new understandings in mind, I have now shifted my focus to fine-tuning skills I thought I had to wiping the slate clean and starting over.  My only regret is that I will not be teaching in a classroom as I did this last year, so I won't really be getting a second chance at teaching using PBL personally.  Hopefully I can use what I learn to help others in my school to gain a greater understanding of what project-based learning is really all about.

Initial Thoughts on Social Media Use for Professional and Student Learning

What are your initial reactions about joining these social networks for use in this course?

The use of social media in the classroom is a practice that I am currently aware of its existence, but am not familiar with in my own practice.  In my school district, social media (Facebook in particular) is still considered a taboo by many.  I am enthusiastic about having the opportunity to experience a variety of social networks, both those I am familiar with and those I am not, and learning about the positive effects they can have in a classroom setting.  It is my hope that if I become more educated and informed about the potential uses of social media in the classroom and on a professional level, I can become an advocate for change within my school district.  I think social media provides effective tools for educators to stay on top of new trends in education and technology.  It just isn't possible to get all of our information from books or periodicals that are published every so often.  Our world is evolving at a much faster rate than that.

What is your experience in using social media for your own professional development?

In regard to social media for professional development purposes, I have used a couple of different resources.  My school district has a subscription to a professional development site called PD360.  This site allows educators to collaborate and communicate with one another directly and in groups.  There are videos on virtually any topic regarding education that one may be looking for.  It has been used sporadically throughout the last couple of years in my district, but has not been utilized on a regular basis.  

As I mentioned, my school district is not fond of social media.  Any idea that even mentions the use of Facebook for any purpose is instantly denied any consideration.  On a personal level however, I have used Facebook to branch out professionally.  I have had a number of keynote speakers and technology gurus whom I have followed.  When I search for new ideas or technologies that are available to educators, I frequently use them as a resource.  I am also actively searching for ideas and materials through sites like Pinterest.  I am excited about the increased connections between people that are provided by social networking sites. 

What is your experience in using social media as an instructional strategy in your learning environment?

Admittedly, I have not used social media as a strategy within my classroom.  In the realm of an elementary school classroom, it is difficult to engage students with certain social media sites as they are to young to sign up to use their services (even if many of them have overlooked the age requirement outside of school and signed up anyway).  Through some social media exploration while taking EDTECH 541, I discovered that Twitter does not have an age requirement.  This sparked an interest in the implications that it could have in the elementary setting.  In spite of my interest in the exploration of Twitter as a classroom tool, I am still hesitant to pursue its use because there are many parents who do not want their children to use such sites.

What are your expectations for this course? 

I am excited to learn about all that social media can do to enhance the learning environment for myself and my students.  I would like to begin to develop my own personal learning network and how to best utilize it for continued development.  Strategies for using social media within the classroom is also something I am hoping to gain from this course.  One final item, and perhaps the most important considering the opinion of social media in my community, I hope to learn how to approach classroom social media use with parents, specifically those who are uncomfortable with the idea of their children using social media sites.