Fa13 week 11-digital identity
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This document discusses the importance of managing your digital identity and online presence as an educator. It notes that administrators, students, parents and others may search for information about candidates and teachers online. It provides tips for controlling personal information, monitoring what others post about you, and ensuring your online presence conveys the image you want. The document also discusses ethical issues for educators regarding social media use and privacy settings, and emphasizes the need to teach students about managing their own digital footprint and online behavior.
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This document discusses teachers' digital identities and footprints online. It notes that administrators and hiring committees often search for candidates online, so teachers should be aware of what information about them is publicly available. The document provides examples of teachers who faced repercussions due to inappropriate or unprofessional content they posted online, and it considers whether a teacher's personal online behavior should impact their professional life. It also offers tips for improving one's digital footprint to help get hired, such as adjusting privacy settings and considering what each online post says about you.
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This document provides an introduction to using social media as part of a school's marketing strategies. It discusses how social media is important for schools to connect with stakeholders and provide updates. It also covers tips for setting up and managing Facebook, Twitter, YouTube accounts and content best practices like keeping posts light and interactive. Potential social media content ideas for schools are outlined. The document also addresses how to politely respond to critical posts. Overall, the key points covered are how social media can benefit schools, tips for implementation and engagement, and handling negative feedback.
Supporting Teachers & Students in the Curation of Their Digital Footprint
The document discusses supporting teachers and students in curating positive digital footprints. It defines a digital footprint as the electronic evidence individuals create and share online through social media, blogs, photos and videos. Rather than solely warning about online risks, the presenter advocates helping teachers and students build literacy and showcase talents to increase future opportunities. Suggestions include encouraging blogging, collaborative online projects, and digital portfolios to connect individuals to ideas and opportunities. The document emphasizes that digital footprints are inevitable and teachers should lead by example with their own online presence.
Classroom website safety
This document discusses legal issues related to sharing student information and photos online. It recommends protecting student privacy by avoiding posting identifiable information or photos online without parental consent. Specifically, it advises getting permission before posting student photos, avoiding names or other identifiers, and protecting privacy on sites through password protection or logins.
What’s New? The Promise and Peril of Digital Learning
The document discusses how digital media is changing the context, forms, and nature of learning. Regarding context, computers have automated routine tasks, shifting labor demands toward non-routine problem solving and communication. MOOCs and personalized learning like Khan Academy are new forms enabled by technology. Digitally-native students need literacies like attention, participation, and "crap detection" to navigate online environments, where issues like identity, privacy and credibility arise. The document calls for putting technology in the service of learning and involving students' perspectives.
What’s your Digital Footprint?
Developed in conjunction with UCL Careers, this hands-on workshop will help you find out what potential employers see when they search for your profile online and learn how to tailor it to make it more appealing. We’ll also discuss how to keep your private life private and suggest ways to raise your digital profile. Bring a smart device along and a pen to get the most out of this session.
Your digital footprint - presentation
The concept of a digital footprint and why it is so important for students to understand their activity on the web can be a valuable asset or can lead to trouble if not watched carefully.
Your digital footprint
The document discusses digital footprints and social media use for students and career purposes. It notes that employers are increasingly using social media to research candidates and an online presence can help with networking and self-promotion. However, improper or unprofessional content could harm prospects. The document provides advice on privacy settings, online branding, sharing work through blogging or media, and using Creative Commons licensing. It also describes e-learning resources available to UCL students like Lynda.com and Box of Broadcasts.
Web 1.2.3.0
This document discusses the need to update school curriculum for the 21st century. It notes how the skills students need have changed from recall and following directions to skills like problem-solving, collaboration, and reflecting on how to learn. New technologies like blogs, wikis and social media have also changed how students live and learn. The document argues schools must transform by emphasizing skills like critical thinking, creativity, communication and using technologies to engage students in active learning.
Teacher Tools And Strategies For A 21st Century
This document provides teachers with tools and strategies for creating a global classroom using web 2.0 technologies. It recommends using free and collaborative online tools like Skype, Twitter, blogs and wikis to connect classrooms internationally. Teachers are encouraged to envision projects where their students can share culture and stories with global peers. While the range of available tools may seem overwhelming, the document advises starting small, such as setting up one international Skype conversation, and learning alongside students.
Facebook
This document discusses using Facebook for teaching, communicating, and collaborating. It provides an introduction to Facebook, outlines privacy and ownership concerns, and describes how Facebook can be used for these purposes. Specifically, it suggests using Facebook groups for student discussions, sharing course materials, and cross-institutional collaboration. The document also cautions that disciplinary action has been taken against students who misuse Facebook and notes the importance of considering privacy and ownership issues when using Facebook for educational purposes.
Web 2.0 : Exploring the Cloud
Pros, cons, and how-to's for 5 Web 2.0 applications are explored in this power point presentation. Learn more about Wordle, Quizinator, Photo Peach, Kidblog, and What2Learn. Great for teachers looking for advice about applications they have not yet tried.
Managing Your Digital Footprint presentation for #5Rights Youth Leadership Gr...
This document discusses managing your digital footprint. It notes that your digital footprint includes more than just social media, and can include things others have posted about you online as well as your browsing history and app data. It emphasizes that what you post online can have lasting effects on your reputation and employability. While some misunderstandings exist around privacy and permanence of online content, it is important to be aware that most of what is posted can be searched and found. The document provides 12 tips for managing your digital footprint such as using privacy settings, avoiding posting regrettable content, and searching for yourself online periodically.
Current Issues in Social Networking Presentation
The document provides information from a May 2012 professional development workshop about social media and networking. It discusses what social media is, examples of popular sites, statistics on usage, considerations for using social media as a school employee or student, and resources for teaching digital citizenship. The workshop covered the impact and appropriate use of social media, risks of inappropriate sharing online, and how teachers can integrate social media into their classrooms while maintaining safety.
2010 leadership-ethics-social networking
Provided by SchoolTechPolicies.com:
This presentation was provided for high school student leaders and their teachers around appropriate use of social media.
Web 2 0_tools_sp11_group_d
The document summarizes several cloud-based educational applications: PhotoPeach (free slideshow app), Quizinator (create question banks), Wordle (word cloud generator), What2Learn (game generator), and KidBlog (student blogging site). It discusses the benefits and frustrations of each application. Overall, the group found PhotoPeach, Wordle, and KidBlog most useful for the classroom due to their ease of use and safety features, but also noted limitations of some applications.
Web 2.0 Tools, Sp11, Group D
The document summarizes several cloud-based applications for educational use:
- PhotoPeach is a free slideshow creator that allows uploading photos from computers or online services to create slideshows with music. It has limitations for free users.
- Quizinator allows creating quizzes and worksheets by adding questions from a library. It is time-consuming to use.
- Wordle creates "word clouds" from input text to visualize word frequency and relationships. It has limited editing and searching capabilities.
- What2Learn is a game generator for various educational games. It has a confusing interface and loses student data when changing class groups.
- Kidblog is a blog platform specifically for classroom use, allowing teachers
Web 2 0_tools_sp11_group_d
The document summarizes several cloud-based applications for educational use:
- PhotoPeach is a free online slideshow creator that allows users to easily create and share slideshows. It has limitations for free users.
- Quizinator allows teachers to create online quizzes and worksheets for students. It has benefits like sorting questions but the process can be time-consuming.
- Wordle creates "word clouds" from input text. It has various classroom uses but has limitations like not allowing saved images of word clouds.
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8. tip 1 week 1
This document provides guidance for a technology integration practice where teachers create a first day introduction for students using online tools. Teachers can choose to either create an avatar and introduction using Voki.com, which has limitations for free accounts, or make a one-row comic using Pixton.com. The introduction is meant to be placed on the teacher's website as part of their welcome page for students. An example from a teacher named Kara using Voki.com is provided for reference.
5. course overview and purpose week 1
This course overview document introduces an education technology integration course. It asks students to recall a past example of a teacher using technology and to consider if it was good use. The document also states that the course is not about computer skills, but rather helping students make good decisions about technology integration. Additionally, it notes that technology does not always work and asks what students would do as teachers in that situation.
10. what's due week 1
This document outlines assignments due for EDUC W200 Week 1, including finishing a digital story script due by a certain date for 20 marks, and completing Class Prep #2 with details for Week 2, also due by a certain date.
9. digital story week 1
This document provides instructions for a digital story assignment worth 100 points. Students are asked to set up a script document for the digital story, finish describing the video, and submit the document. The document also provides a resource for inspiration on creating digital scenes.
7. create accounts week 1
The document outlines 3 tasks for an education course. Task 1 is to create accounts on Gmail, using a non-university email, and on Diigo. Task 2 is to set up a teacher website and ePortfolio using Google Site templates. Task 3 is to fill out a Google Form with account usernames to complete the class preparation. It also recommends signing up for additional cloud storage on Box.
6. shift week 1
This document outlines the themes that will be covered in an education course about technology and the shifts it requires of teachers. The course is divided into three units that will discuss: 1) how technology has changed the world and expectations for teachers, 2) how technology can facilitate different types of learning, and 3) how technology may impact teachers' professional roles. The overarching message is that technology and the surrounding world are constantly changing, so teachers must adapt in their use of technology to remain relevant for their students.
3. course expectations week 1
This document outlines the expectations and structure for an education course. It includes:
- An overview of the syllabus, grading breakdown, major projects including a digital story, case analyses, and websites.
- Policies regarding attendance, late submissions, making up missed work.
- Information on where to find help and expectations for weekly class preparation, participation, and professionalism.
- Instructions on how to properly email the instructor with questions.
2. today's agenda week 1
This agenda covers an introduction to the course and expectations, practice creating online accounts and doing an introductory class discussion, and an overview of assignments due for the first week including creating a digital story.
4. ttl week 1
The Teaching Technology Lab provides technology integration help for education courses, potential workshops, and instructors' office hours. It is open Monday through Thursday from 10am to 5pm and Friday from 10:30am to 4pm in room ED2010. Students in an education course this week can follow signs to the Teaching Technology Lab for a field trip.
Shift 3
The document discusses adapting to technology changes in education. It provides two examples: Harrison Central High School which has a strong commitment to high tech tools for differentiated instruction, and an elementary school example where technology is fueling differentiated lessons. Readers are asked to consider their own technology experiences in previous schools and whether they would prefer to be a student in a highly technology-focused school.
9. digital story week 1
This document provides instructions for a digital story assignment worth 100 points. Students are asked to set up a script document for the digital story, finish describing the video, and submit the document. The document also provides a resource for inspiration on creating digital scenes.
10. what's due week 1
This document outlines assignments due for EDUC W200 Week 1, including finishing a digital story script due by a certain date for 20 marks, and completing Class Prep #2 with details for Week 2, also due by a certain date.
7. create accounts week 1
The document outlines 3 tasks for an education course. Task 1 is to create accounts on Gmail, using a non-university email, and on Diigo for compiling resources. Task 2 is to set up a teacher website and ePortfolio using Google Site templates. Task 3 is to fill out a Google Form with account usernames to complete the first class preparation. It also recommends setting up storage on Box for future projects.
8. tip 1 week 1
This document provides guidance for a technology integration practice where teachers create a first day introduction for students using online tools. Teachers can choose to either create an avatar and introduction using Voki.com, which has limitations for free accounts, or make a one-row comic using Pixton.com. The introduction is meant to be placed on the teacher's website as part of their welcome page for students. An example from a teacher named Kara using Voki.com is provided for reference.
4. ttl week 1
The Teaching Technology Lab provides technology integration help for education courses, potential workshops, and instructors' office hours. It is open Monday through Thursday from 10am to 5pm and Friday from 10:30am to 4pm in room ED2010. Students in an education course this week can follow signs to the Teaching Technology Lab for a field trip.
2. today's agenda week 1
This agenda covers an introduction to the course and expectations, creating online accounts, an introductory class discussion, and an overview of assignments due for the first week of an education course. Technology integration and digital storytelling are also part of the planned activities.
3. course expectations week 1
This document outlines the expectations and structure for an education course. It includes:
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- Policies regarding attendance, late submissions, making up missed work.
- Information on where to find help and expectations for weekly class preparation, participation, and professionalism.
- Instructions on how to properly email the instructor with questions.
5. course overview and purpose week 1
This course overview document introduces an education technology integration course. It asks students to recall a past example of a teacher using technology and to consider if it was good use. The document also states that the course is not about computer skills, but rather helping students make good decisions about technology integration. Additionally, it notes that technology does not always work and asks what students would do as teachers in that situation.
6. shift week 1
This document outlines the themes that will be covered in an education course about technology and the shifts it requires of teachers. The course is divided into three units that will discuss: 1) how technology has changed the world and expectations for teachers, 2) how technology can facilitate different types of learning, and 3) how technology may impact teachers' professional roles. The overarching message is that technology and the surrounding world are constantly changing, so teachers must adapt in their use of technology to remain relevant for their students.
8. tip#15
This document provides guidance for an assignment to create an interactive activity using Smart Notebook software. Students are instructed to work in groups to design a matching, sorting, or categorizing activity, or a Smart response quiz. They should take a screenshot of their activity, attach the Smart Notebook file to their ePortfolio page, and explain how the interactive component meets educational standards. The document also references demonstrations of the Activity Builder tool and options for uploading Smart Notebook files through Smart Exchange or Box.
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Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Fa13 week 11-digital identity
- 1. INVESTIGATING DIGITAL IDENTITIES Introduction Video: Protect Your Digital Footprint EDUC W200 Week 11
- 2. SHOULD YOU BE HELD ACCOUNTABLE FOR WHAT YOU DO ON YOUR OWN TIME – OR ONLINE? EDUC W200 Week 11
- 3. WHO CYBER-STALKS YOU? EVERYONE. THINK PAPARAZZI. • • Common practice for administrators and hiring committees to search for information on candidates online before interviewing and/or hiring them. Students, parents, and other teachers may also go online to find out more about you. • Check your online personal info • Specify who you are • Monitor what others are saying about you Controlling your Digital Identity EDUC W200 Week 11 What’s your Footprint? • Is your footprint conveying what you want to say about yourself? • • • • • Blog Wiki Facebook Twitter Domain name Taking Control
- 4. YOUR ONLINE IDENTITY AND THE JOB SEARCH • One day you will have to find a teaching job. What would happen if the principals and administrators saw your Twitter account? Facebook account? o You can’t just delete it. You can be found. • Employers asking to see applicant FB accounts EDUC W200 Week 11
- 5. ETHICAL ISSUES FOR EDUCATORS IN A TECH ERA • What About Teachers? o Teacher doesn’t set privacy settings correctly and loses job over rants. o Teacher pictured with alcohol from vacation pictures loses job. o Cohasset Supervisor Resigns Over Remarks About School, Students • And there are others…, but what about students? o Student Facebook tirade against teacher is protected speech. o Student Facebook status update/death threat results in suspension. (Warning: graphic/violent description) o Student sue over school punishment for “racy” MySpace photos. o A superstar teen loses chance to be featured by the Seattle Times because of distateful tweets EDUC W200 Week 11
- 6. WHAT ARE SOME METHODS FOR IMPROVING YOUR DIGITAL FOOTPRINT AND GET HIRED? The Privacy Policy of Facebook Tips for Online Profiles • Profile Choices o Don’t list profile for searching (check on your options) o Think about your network o Do I really need to post this? o What does it say about me • EDUC W200 Week 11 Facebook Privacy Job-Aid
- 7. FACEBOOK ISN’T THE ENEMY… • Facebook Doesn’t Get Teachers Fired - Inappropriate Behavior Does • Teachers Use Facebook to Update Parents • It’s our job to teach students about their digital footprint and how to appropriately act online. EDUC W200 Week 11
- 8. DISCUSSION • How can you build your professional online identity? o Think about your e-Portfolio, e-book, and PLNs EDUC W200 Week 11
Editor's Notes
- RecommendedTeacher doesn’t set privacy settings correctly and loses job over rants. Good to show in classTeacher pictured with alcohol from vacation pictures loses job. - Payne maintains that she had never interacted with students or parents on Facebook, and according to her privacy settings, only her Facebook friends could access her page. A superstar teen loses chance to be featured by the Seattle Times because of distateful tweets
- THE “FACEBOOK LAW”Ban on teacher-student online talk is blocked, will be revised Teachers asked to 'unfriend' students on Facebook Cyberbullying law protects teachers from studentsWhen do students and teachers cross the line through social media?