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Digital Identity for Student Teachers
 

Digital Identity for Student Teachers

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This presentation was delivered to several classes in the Teacher Education Program at UBC - Point Grey campus. The intention was to provide case studies for small group discussion from 3 different ...

This presentation was delivered to several classes in the Teacher Education Program at UBC - Point Grey campus. The intention was to provide case studies for small group discussion from 3 different perspectives: as an individual, as a practicing teacher and as part of a professional association of teachers.

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  • Definition This may be helpful as an addition to the definition (a little broader context): Danah Boyd, Harvard Fellow and Researcher at Microsoft describes some key properties and dynamics that alter the way we interact with one another. These features include: persistence (what you put out on the internet stays there), replicability (the cut and paste phenomenon), searchability (you can be found), scalability (what you say to one reaches many) and (de)locatabilty (we’re both mobile – not connected to a single space- and findable – by virtue of our portable devices). These properties and the alteration of social dynamics to include invisible audiences, collapsed contexts and the blurring of public and private spaces means that we are dealing with a new, ever changing landscape of communication and relationship. As Danah Boyd states:   “ One of the key challenges is learning how to adapt to an environment in which these properties and dynamics play a key role.”   boyd, danah. 2009. "Social Media is Here to Stay... Now What?" Microsoft Research Tech Fest, Redmond, Washington, February 26. Retrieved March 10, 2009: http://www.danah.org/papers/talks/MSRTechFest2009.html
  • Work in pairs (5 mins). Identify all of the places where you have contributed or created content online. Debrief with larger group (5 min) (capture this).
  • Introduce the tutorial: context that it aims to help students make informed choices about create/contributing online content in personal, academic and professional realms  more on this later in cases Goals for the broader project Show the Work section: Link to teacher guidelines for Facebook Employers Dig For Dirt Portfolios: MsRoy’s portfolio: http://efolio.educ.ubc.ca/sroy/category/04-role-of-parents-and-home/
  • Pairs (5 min) What are the advantages to creating a blog like MsRoy’s? Disadvantages/drawbacks/cautions? Also, please have a look at this example of an e-portfolio developed by a teacher candidate from last year: http://efolio.educ.ubc.ca/sroy/category/04-role-of-parents-and-home/   At this link she is reflecting on Standard 4.  She provides a link--"Artifact #5"--to her own, personal blog on Wordpress.com. Click on that, and you find a blog she developed for the students/parents in her practicum.  We might use that as an example, good or iffy, for students to think about.
  • 3 examples for your consideration: each of these examples raises particular issues, questions and general food for thought around the use of particular social media tools. Individual: Scottish teacher on Twitter: http://news.bbc.co.uk/2/hi/uk_news/scotland/glasgow_and_west/8063374.stm Educator: Mr. H’s support hub: http://sargentparkmathzone.blogspot.com/ Professional: http://www.cbc.ca/canada/british-columbia/story/2009/09/08/bc-north-vancouver-facebook-teachers-guidelines-students.html Groups of three (3 cases for discussion) Considering the case you were told about, discuss the questions and issues that this raises for you from the perspective that you were assigned. Identify one key issue that you think is the most relevant given your perspective right now. Debrief
  • Groups of three (3 cases for discussion) Considering the case you were told about, discuss the questions and issues that this raises for you from the perspective that you were assigned. Identify one key issue that you think is the most relevant given your perspective right now. Debrief

Digital Identity for Student Teachers Digital Identity for Student Teachers Presentation Transcript

  • Highly Visible and Hard to Remove EDUC 316 Anne Scholefield Trish Rosseel Cindy Underhill
  • What is a Digital Tattoo?
    • The vast array of data points that make up “personal information” in the age of online media are nearly impossible to quantify or neatly define. Name, address, and phone number are just the basics in a world where voluntarily posting self-authored content such as text, photos, and video has become a cornerstone of engagement in the era of the participatory Web.
        • Digital Footprints, Pew Research Center Report
    TR
  • What is Your Digital Footprint?
    • Find a partner
    • Identify all the places where you contribute/create content online
    • Share with the larger group
    TR
  • Digital Tattoo Tutorial TR
  • Putting Yourself Out There
    • In pairs…
    • Your e-portfolio, blog…
    • Benefits?
    • Drawbacks?
    • Concerns?
    AS
  • Case Studies
    • #1: Individual
    #3: Professional #2: Educator CU
  • Consider Your Perspective
    • Groups of 3
    • Perspective of individual OR educator OR professional
    • What issues does this case study raise?
    • M ost important to you right now?
    Case Studies Teacher on Twitter (BBC) http://tinyurl.com/pzqmbz Mr. H’s Support Hub http://tinyurl.com/37uyyb Teachers want Guidelines (CBC) http://tinyurl.com/lkt9z6 CU
  • Resources
    • Digital Tattoo
    • Madden, M., Fox, S., Smith, A., & Vitak, J. (2007). Digital Footprints: Online Identity Management and Search in the Age of Transparency . Pew/Internet.
    • Rego, B. (2009). Teachers Guide to Using Facebook .
    • http://melaniemcbride.net/2009/08/27/putting-the-social-justice-in-social-media-pedagogy/
    • Richardson, W. (2008, January). Teaching Civics with Social Web Tools . District Administration , 44 (1), 56-56.
    CU