The document discusses creating a positive digital footprint and educating students about managing their online presence. It emphasizes that schools must model good digital citizenship and teach students practical skills to curate positive digital footprints through empowerment and education. Recommended readings on digital literacy and managing online identities are also provided.
Bridging the digital divide: How schools can prepare students to be good digi...williamslibrary
Abstract
As technology moves at a rapid pace it is important to review how students from low socio economic areas are catered for. Schools in these areas face many challenges; how they address these issues impacts on the students’ participation and skills as digital and global citizens. The government is implementing policies and funding to reduce the digital divide, but is it enough to prepare students from low socio economic areas to function effectively as digital citizens.
Students effectively obtaining, organising and sharing information from the World Wide Web.
This presentation looks at strategies and tools schools can apply to support students in getting information from the Internet, using it effectively, and becoming good digital citizens.
Open and Connected : Learning in the 21st centuryDave Cormier
Presentation to the PEI department of education and early childhood by dave cormier and bonnie stewart. Copyright of images as indicated in image links by author (various versions of CC) all other content is CC attribution.
Bridging the digital divide: How schools can prepare students to be good digi...williamslibrary
Abstract
As technology moves at a rapid pace it is important to review how students from low socio economic areas are catered for. Schools in these areas face many challenges; how they address these issues impacts on the students’ participation and skills as digital and global citizens. The government is implementing policies and funding to reduce the digital divide, but is it enough to prepare students from low socio economic areas to function effectively as digital citizens.
Students effectively obtaining, organising and sharing information from the World Wide Web.
This presentation looks at strategies and tools schools can apply to support students in getting information from the Internet, using it effectively, and becoming good digital citizens.
Open and Connected : Learning in the 21st centuryDave Cormier
Presentation to the PEI department of education and early childhood by dave cormier and bonnie stewart. Copyright of images as indicated in image links by author (various versions of CC) all other content is CC attribution.
A lot of talk about the future of the internet sounds almost hippie-spiritual or faux-philosophical. The Internet is not the same as the world-wide-web. But the Internet-of-Things and the Semantic Web - all parts of Web 3.0, are beginning to be very important to our learning environments. Here is a summary of key features, ranging from access, creativity, and information architecture.
School Libraries and Classroom Communities School Libraries and Classroom Com...Buffy Hamilton
Presented to Dr. Ryan Rish and his students at Kennesaw State University. You may want to install these free fonts before downloading the PDF in order to see the slides properly: http://www.dafont.com/bebas-neue.font and Pacifico: http://www.dafont.com/pacifico.font.
(Abstract) At the core of the new ACRL Framework for Information Literacy is the educational theory of threshold concepts, according to which every discipline contains "troublesome" concepts that stand as barriers to learning. Accordingly, by identifying these barriers and directing our teaching towards them, educators can foster deeper understanding and appreciation of complex subjects. In light of the new ACRL Framework's adoption of threshold concepts, this presentation from a former member of the Framework Task Force will offer a critical assessment of the applicability of threshold concepts to information literacy.
This presentation will argue that the six "frames" of information literacy are underdetermined, they fail to distinguish concepts from skills, they are too relative to individual student experiences to provide general guidance, and they reduce information literacy to a single discipline. This last point is especially important insofar as the new Framework removes our ability to think of information literacy as a general, interdisciplinary set of critical thinking skills.
Ultimately, through its insistence on threshold concepts as first principles, the new ACRL Framework moves away from its promise of holism and instead becomes inward-looking and exclusionary. Thankfully, the Framework is malleable enough that with a few modifications to threshold concept theory, an increased sensitivity to student learning differences, and close attention to the cross-disciplinary relevance of information literacy, there is something to salvage. Rather than accept the ACRL Framework uncritically, we owe it to ourselves and our students to ask tough questions.
This talk outlines ways to make yourself known effectively on the Internet and create the image you want rather than the one that is built by your friends or your travels.
Leading and Learning by Example in the Blended Learning SchoolTamritz
Sarah Blattner, Founder and Executive Director of TAMRITZ, shares how to begin shifting to a culture of modern learning within in your school -- develop web literacy skills; tinker; transform learning spaces; invert the learning paradigm towards active creators; blog; develop your professional learning network; get savvy about online safety, online research, creative commons and copyright. Model connected learning habits; generously share; reach out to your parent community and more.
The Secret Revolution (Keene State College)Alan Levine
Keynote presentation for Keene State College Faculty Technology Showcase (Feb 19, 2011).
Join the Revolution! http://secretrevolution.us/
Audio available at
http://cogdogblog.com/wp-content/audio/keene-state-2011.mp3
A lot of talk about the future of the internet sounds almost hippie-spiritual or faux-philosophical. The Internet is not the same as the world-wide-web. But the Internet-of-Things and the Semantic Web - all parts of Web 3.0, are beginning to be very important to our learning environments. Here is a summary of key features, ranging from access, creativity, and information architecture.
School Libraries and Classroom Communities School Libraries and Classroom Com...Buffy Hamilton
Presented to Dr. Ryan Rish and his students at Kennesaw State University. You may want to install these free fonts before downloading the PDF in order to see the slides properly: http://www.dafont.com/bebas-neue.font and Pacifico: http://www.dafont.com/pacifico.font.
(Abstract) At the core of the new ACRL Framework for Information Literacy is the educational theory of threshold concepts, according to which every discipline contains "troublesome" concepts that stand as barriers to learning. Accordingly, by identifying these barriers and directing our teaching towards them, educators can foster deeper understanding and appreciation of complex subjects. In light of the new ACRL Framework's adoption of threshold concepts, this presentation from a former member of the Framework Task Force will offer a critical assessment of the applicability of threshold concepts to information literacy.
This presentation will argue that the six "frames" of information literacy are underdetermined, they fail to distinguish concepts from skills, they are too relative to individual student experiences to provide general guidance, and they reduce information literacy to a single discipline. This last point is especially important insofar as the new Framework removes our ability to think of information literacy as a general, interdisciplinary set of critical thinking skills.
Ultimately, through its insistence on threshold concepts as first principles, the new ACRL Framework moves away from its promise of holism and instead becomes inward-looking and exclusionary. Thankfully, the Framework is malleable enough that with a few modifications to threshold concept theory, an increased sensitivity to student learning differences, and close attention to the cross-disciplinary relevance of information literacy, there is something to salvage. Rather than accept the ACRL Framework uncritically, we owe it to ourselves and our students to ask tough questions.
This talk outlines ways to make yourself known effectively on the Internet and create the image you want rather than the one that is built by your friends or your travels.
Leading and Learning by Example in the Blended Learning SchoolTamritz
Sarah Blattner, Founder and Executive Director of TAMRITZ, shares how to begin shifting to a culture of modern learning within in your school -- develop web literacy skills; tinker; transform learning spaces; invert the learning paradigm towards active creators; blog; develop your professional learning network; get savvy about online safety, online research, creative commons and copyright. Model connected learning habits; generously share; reach out to your parent community and more.
The Secret Revolution (Keene State College)Alan Levine
Keynote presentation for Keene State College Faculty Technology Showcase (Feb 19, 2011).
Join the Revolution! http://secretrevolution.us/
Audio available at
http://cogdogblog.com/wp-content/audio/keene-state-2011.mp3
Slides to support a master class for school administrators in their role as instructional leaders through practical hands-on activities. Informed by research on educational leadership and what most influences student learning outcomes.
All the resources for this master class are available online here:
http://dkworkshops.wikispaces.com/The+Lead+Learner+at+ELC14
Who said online global collaboration is hard?Julie Lindsay
Debugging the myth of connecting local to global
We have the tools, we have the pedagogies, it’s time to connect with the world!
Keynote for the EDTechSA Conference July 15, 2015
In a world where knowledge is more a verb than a noun how do we foster deep learning in our students? Good questions cause thinking. Unfortunately, many of the questions regularly asked in classrooms focus on knowledge as a noun. This presentation will explore the effective use of thinking and learning tools in the classroom. We will work together to model teaching practices that lead to students co-constructing a networked (real world) rather than hierarchical (artificial) understanding of their world regardless of grade level or discipline.
Participants leave this workshop with a toolkit of research based questioning and thinking strategies they can begin using with their students tomorrow.
5 eLearning Tips van een Learning Designer #dlw2014Joyce Seitzinger
Mini-webinar on learning design for the Dutch SOA Aids foundation who held a collaborative learning design day on 6 March 2014. Delivered by Skype and screenshare.
And my first presentation in Dutch in over 10 years. Very challenging and fun!
Creating a Positive Professional Presence (ISASA)Cathy Oxley
Teacher librarians are standing on the brink of a fantastic opportunity to make themselves indispensable within their schools. Now is the perfect time to embrace technology, develop a Professional Learning Network, upskill and become leaders in e-learning.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Creating a positive digital footprint is a crucial issue for everyone in the 21 st century. It is extremely important for our teachers and students and schools must take responsibility for the education of our students in this vital area. This presentation aims to remind schools of their responsibilities in this regard, provide some strategies to reflect on and encourage educators and parents to work with their students/children to give them the skills to create online identities they can be proud of.
A digital footprint is all the evidence that exists about a person online. It is like a giant filing cabinet, holding multiple pieces of information about a person and its accumulation begins before birth and often ends after death in the form of a Facebook memorial. It is an online portfolio of who we are, what we do, and by association, what we know. (Richardson,2008) It can be both passive, information that we fill in on a form such as name, age, date of birth or it can be active, posting your personal thoughts and feelings in a blog or on a Facebook wall or when you or friends or family post photos online. The video , Digital Dossier, produced by Digital Natives, is an excellent overview of this concept. In the digital world, it is clear that we are leaving trails of evidence wherever we go; our aim as educators is to help and guide our students to be aware of the trails that they are leaving, and further to challenge them to create digital footprints that say something positive about themselves. In a digital world, the question is not whether you will leave a mark. The question is, "What kind of mark are you leaving?" (Sheehy and Mestad,2009)
Our digital footprint should comprise positive, healthy references to our life and our world, samples of our work and creative ideas…it should be able to enhance any CV or portfolio that we present for job interviews. It is also vital that students recognise and understand the implications of having a negative digital footprint. Not only can it lose you jobs, scholarships and a place at school but more importantly , it can destroy your reputation , your friendships, trust from your family. It is important that we begin to build a positive digital footprint from the moment we first can! Karl Fisch(2009) suggests that students create and maintain a B-D (Birth-Death) digital footprint/resume/portfolio. The irony is that many school policies suppress student identity and therefore such a viewpoint is contentious but rapidly gaining support. Richardson (2008) Nielson( 2011), Whitby(2011) “We shouldn’t just be talking to students about not putting potentially compromising stuff out there, but that they should also be building a positive digital footprint .” Fisch(2009)
Having a positive digital footprint reflects thought, care, creativity and guidance. Digital citizenship is about ”using your online presence to grow and shape your world in a safe, creative way, and inspiring others to do the same.” Digizen(2007) Without guidance, young children and teens are unaware of the implications and consequences of a digital footprint. We must educate them and their parents to understand the issues and we must give them the tools to manage it.
Students must learn to live in the digital world and follow its norms and rules. It doesn’t just happen naturally! Students need to be given a clear understanding of the behaviour that is required of them to be members of the digital society. (Ribble, 2007) They must also be given there the freedom to learn by trial and error in a safe environment. We have a responsibility to teach them how to be a safe digital citizen and to leave safe and responsible tracks as they go. ( Churches,2011) Teachers need to be aware of the standards and policies that are in place to protect our students. ISTE’s international technology standards(2008) are a place to start both for students and teachers. They advocate personal responsibility, positive attitude and leadership as well as an understanding of legal and ethical behaviour. In addition, students need to bring a “sense of moral and ethical responsibility to the online spaces in which they share and consume information” (Commonsense Media, 2010) One of our main responsibilities as educators is to help develop critical thinking. Students need to make wise decisions about how to present themselves online and how exactly they can do that positively.
Our schools have to play a crucial educative role in helping our kids learn about online digital identity. It is our responsibility and to fail in this area is failing our students, their parents and ourselves. First and foremost if we as educators neglect this important task, nobody will do it! There is increasing evidence that we must support students to take responsibility for themselves when using new digital technologies.(Ofsted,2010). Schools that allow students access to social networking sites and other often blocked school sites have a better knowledge and understanding of how to stay safe online. (Hague and Peyton,2011) Schools that allow their students to develop responsibility in the areas of e-safety are helping their students to develop the skills, knowledge and confidence to protect themselves and therefore the steps to create positive digital footprints.(Byron,2009) . .
“Our teachers have to be co-learners in this process, modelling their own use of connections and networks and understanding the practical pedagogical implications of these technologies and online social learning spaces.” Will Richardson,2008, How do we teach children to do anything? We must model establishing a positive digital footprint. Students must be able to see exactly what a digital footprint is and we are in a position to model creative, positive , interesting and worthwhile online contributions. Cathy Oxley in the 2010 conference talked about our duty of care as educators. We must be active and vigilant in providing online models. We need to… Begin to establish our digital footprint long before we step foot in a classroom. Use our real names online. Let students see that responsible, safe postings under your real name can be worthwhile and valuable to others. Teach them not to reveal sensitive personal information. Ensure that your own personal digital footprint is positive by actively investigating your digital footprint. Encourage and teach students to do the same. Model responsible blogging , social networking, commenting and photo sharing ( Nielson 2008) “ Managing your digital footprint starts with asking questions like: Who are you? What do you stand for? What are your passions and beliefs? The important lesson with managing your digital footprint is that everything we do online should represent who we are and what we stand for and we must have the knowledge that this representation will stick with us potentially forever. Nielson (2010)
Parents have a crucial role to play in helping their child establish positive digital footprints and again, this is an area that should be started very young! 1.We need to educate parents by providing information about this issue and introducing them to helpful websites. This could be conveyed through school newsletters, school websites, community noticeboards, local media. 2. We need to provide learning opportunities for parents – school seminars, community presentations, public library tutorials etc 3.We need to suggest strategies to help parents work through these issues . Parents need to be involved and interested with their children and be a crucial link in the guidance needed for creating positive digital footprints. “What kids really need from their parents, isn't a tutorial on how to cross-post between Facebook and Twitter. It's the same, big-picture, Golden Rule group of lessons that good parents have always tried to provide. “ (Johnson,2011)
“.. the single biggest problem facing education today is that our Digital Immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language.” (Prensky 2001) We must speak the language of the students that we teach and we must use digital tools to get the message across. We need to be proactive and multimodal in our approach. We need to engage our students and help them to see the relevance of a positive digital footprint. Some excellent and innovative ideas from the literature include: Using Facebook Status Clouds as a means for getting students to reflect on their digital footprint via their status updates in a year. An excellent springboard for teachers and parents to perhaps get students thinking and talking. (Nielsen,2009) Watching thought provoking videos with them to grab their attention “Daniel Pink’s(2011) video “What’s your sentence?” is another thought provoking way to encourage students to think positively and actively consider what they want from life and how they can mould and create digital footprints which reflect this. Incorporate the many and varied websites and activities and digital tools as well as personal discussions into classroom activities across the curriculum Giving students a libguide filled with outstanding digital resources Brisbane Grammar’s excellent libguide titled Watchful, Wary and Wise - Be Smart Online (is engaging and provides enough information for students to go beyond the page and find out more.
Managing a digital footprint to reflect an image that you are trying to create and build is complex. It is a skill that needs to be developed over time. Parents have a role to play in teaching students about life and how to behave online but teachers and schools have a massive responsibility to help students be responsible and creative digital citizens. Issues such a digital permanence, building an digital footprint, relevance and suitability, security of online postings are crucial topics for school discussion and unit planning (Hague and Peyton,2011) . Everything must be age appropriate. It is essential that we teach about privacy settings for social network tools and incorporate digital literacy into teaching strategies across the curriculum. There are a multitude of websites that can be used to incorporate digital citizenship across the curriculum. A whole school, dedicated, age appropriate approach is necessary to help students grow into responsible digitally literate adults who have the skills, knowledge and confidence required to begin to create a digital footprint that they can be proud of. Creating a positive digital footprint is possible….with a little help!
REFERENCE LIST : ACMA (Australian Communications and Media Authority) (2009), Your digital footprint , Retrieved from http://www.cybersmart.gov.au/Teens/Tips%20and%20advice/Your%20digital%20footprint.aspx Brisbane Grammar school Library,( 2011), Watchful, Wary and Wise - Be Smart Online ,Retrieved from http://libguides.brisbanegrammar.com/content.php?pid=82845&sid=650822 Byron,T,(2008) Safer children in a digital world , retrieved from https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DCSF-00334-2008 report… Childnet International,(2007),In Why is Digital Education important?, Retrieved from http://old.digizen.org/about/ Churches,A.(2011) In The digitalcitizen Retrieved from http://edorigami.wikispaces.com/The+Digital+Citizen Common Sense Media,(2011), Privacy and digital footprints , Retrieved from http://www.commonsensemedia.org/sites/default/files/digital-citizenship/Privacy_UnitOverview.pdf Digital Natives,(2008), Digital Dossier , retrieved from http://www.youtube.com/watch?v=79IYZVYIVLA&feature=player_embedded Fisch,K(2009), Student Display Names: I Was Wrong , Retrieved from http://thefischbowl.blogspot.com/2009/06/student-display-names-i-was-wrong.html Hague,C, and Payton.S,(2010), Digital Literacy across the curriculum .(A futurelab handbook) retrieved from www.futurelab.org.uk/ projects/digital-participation Honeycutt,K.(2010) Raising Digital kids , retrieved from http://mykidsturn.com/show/raising-digital-kids ISTE( International Society for Technology in Education)(2011) Standards ,Retrieved from http://www.iste.org/standards/nets-for-teachers/nets-for-teachers-2008.aspx and for students Johnson,S.(2011), Parents tame the web , Retrieved from http://www.stuff.co.nz/technology/4885419/Parents-tame-the-web Nielsen,L,(2008), Ideas for Making a Purposeful and Professional Digital Footprint ,Retrieved from http://theinnovativeeducator.blogspot.com/2008/05/ideas-for-making-purposeful-and.html Nielsen,L.(2010) Help students manage their digital footprint and effectively participate in social media - 140 Character Conference ,Retrieved from http://theinnovativeeducator.blogspot.com/2010/04/help-students-manage-their-digital.html Ofsted (2010). The Safe Use of New Technologies . Retrieved from www.ofsted.gov.uk/Ofsted-home/Publications-and-research/ Browse-all-by/Documents-by-type/Thematic-reports/The-safe-use-of-new-technologies Pink,D.(2011) What’s your sentence? ” .Retrieved from http://www.danpink.com/archives/2011/01/whats-your-sentence-the-video Prensky,M.(2001) Digital natives, Digital Immigrants, On the Horizon ,9(5) Ribble,M.(2007),The Nine Elements of Digital Citizenship. Digital Citizenship in Schools , International Society for Technology in Education, 13-37 Richardson,W,(2008) Footprints in the digital age, Educational Leadership , 66(3),16-19 , Retrieved from http://www.ascd.org/publications/educational-leadership/nov08/vol66/num03/Footprints-in-the-Digital-Age.aspx Sheehy,G. and Mestad, T.(2009)In My footprint , Retrieved from http://myfootprintsd.com/index.html Whitby,T.(2011) World’s Simplest Online Safety Policy , Retrieved from http://tomwhitby.wordpress.com/2011/04/02/world%E2%80%99s-simplest-online-safety-policy/