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Kelly Faulkner

Moving at the Speed of Creativity - Socioclean Can Help Clean Up Your Digital Footprint - 14 views

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    clean up your digital footprint on facebook using socioclean
Suzie Nestico

Koppel on Discovery : Your Digital Footprint : Discovery Channel - 11 views

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    Walk through of how much of your digital information is stored online as you use the web.
Dave Truss

The Innovative Educator: The Innovative Educator's Advice for Managing Your Digital Foo... - 19 views

  • I branded myself to have an online identity of which I’m proud. This is an important skill to teach students. Equally important is conveying the idea that being safe and responsible online does not mean hiding your identity but rather defining it and owning it.
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    Equally important is conveying the idea that being safe and responsible online does not mean hiding your identity but rather defining it and owning it. Below are articles I have written for educators and parents to help their students do the same.
Dave Truss

Education Innovation: Social Media and The Role of Personal Branding In Education - 11 views

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    it is crucial to monitor and define our online identities. We need to start thinking of those Google results as our resume and clean up anything that doesn't belong there.
Dave Truss

Stalking in English Class | Remote Access - 5 views

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    We've been stalking people in english class. Wanting to teach the kids in my class about concepts of digital footprint and online safety, I used three people well known from the edusphere as examples: Will Richardson, Jabiz Raisdana and Jeff Utecht.
Ted Sakshaug

Personas | Metropath(ologies) | An installation by Aaron Zinman - 12 views

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    Enter your name, and Personas scours the web for information and attempts to characterize the person - to fit them to a predetermined set of categories that an algorithmic process created from a massive corpus of data. The computational process is visualized with each stage of the analysis, finally resulting in the presentation of a seemingly authoritative personal profile.
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    "Personas is a component of the Metropath(ologies) exhibit, recently on display at the MIT Museum by the Sociable Media Group from the MIT Media Lab (Please contact us if you want to show it next!). It uses sophisticated natural language processing and the Internet to create a data portrait of one's aggregated online identity. In short, Personas shows you how the Internet sees you. "
Kelly Faulkner

Welcome to MyFootprint! What kind of mark are you leaving? - 15 views

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    excellent website on digital footprints. the kids vlogs are touching.  haven't looked at the younger kid stuff, but will definitely be sharing the teen vlogs with my kids next term as we work on our own video responses.
Dave Truss

What's the purpose? « scmorgan - 8 views

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    "...My students were not able to "take" or "compile" much of their work. Yes, they created a list of what I asked. Yes, they created a cute "container" in which to hold their work. But I don't believe their portfolio truly represents their thinking, creating, and publishing this year. And that's too bad."
Ruth Howard

The Importance of Managing Your Online Reputation « emergent by design - 17 views

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    Will Rich points to this post re 'online reputation' and job readiness. For me it points to the need for students to use the social tools together with adult help rather than separately as when banned from use at school. And of course..how to help, really?!
Dave Truss

Protecting Reputations Online in Plain English - Common Craft - Our Product is Explanation - 9 views

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    Aimed at young or inexperienced Web users, this video explains the long term risks of sharing inappropriate information online.
Darren Kuropatwa

NASSP - Shifting Ground - 14 views

  • Moreover—and perhaps most damning—by blocking and banning many of the tools and Web sites that form the cornerstone of teenagers’ experiences, educators deny themselves access to the conversations that students are having about how to use these tools intelligently, ethically, and well. And given the overwhelming flow of information that students can access using such tools, it is essential that educators become part of those conversations.
  • Districts have spent thousands of dollars installing interactive whiteboards—which are a more powerful, more engaging chalkboard. And yes, they are a tool with some very useful functions, and yes, we have them at the Science Leadership Academy in Philadelphia, where I am principal. But let me be clear: interactive whiteboards only enable a teacher-centric style of teaching to be more engaging than it would have been with a traditional chalkboard. Much of the prepackaged educational gaming similarly makes the same mistake.
    • Dave Truss
       
      I've just never bought into these as a good way to spend money other than perhaps in Kindergarten and Grade 1 where students can interact and engage with text and shapes in front of their peers.
    • Darren Kuropatwa
       
      I disagree with both you and Chris here. If you use an IWB to teach in a teacher centric way then *maybe* it'll be more engaging for students than it was before the IWB but I doubt it; I think kids are smarter than that. Teachers who teach in student centred ways find IWBs amplify not just engagement with the teacher, but with each other and the content they are wrestling with; they learn more deeply because we can bring a more multifaceted perspective to bear on every issue/problem discussed in class. When the full content of the internet can be brought to bear on every classroom discussion (including my twitter and skype networks) we are able to concretely illustrate the interconnectedness of all things. We don't have to tell kids this, they see it as it happens, every day. You might be able to do something like this without an IWB but it would be a little more clunky in execution.
  • The single greatest challenge schools face is helping students make sense of the world today. Schools have gone from information scarcity to information overload. This is why classes must be inquiry driven. Merely providing content is not enough, nor is it enough to simply present students with a problem to solve. Schools must create ways for students to come together as a community to ask powerful questions and dare them to bring all of their talents to bear on real-world problems.
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  • Schools can and must be empowering—what held down the progressive school movements of the past 100 years was not that the ideas were wrong, but rather that it often just took too long to create the authentic examples of learning.
  • The idea of community has changed dramatically in the past 10 years, and that idea should be reflected in classrooms.
  • Once students have worked together, the question must become, What can they create?
  • But it is not enough for educators to simply be aware of social networking; they have an obligation to teach students the difference between social networking and academic networking
  • Educators can help them understand how to paint a digital portrait of themselves online that includes the work they do in school and help them network, both locally and globally, to enrich themselves as students.
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    by blocking and banning many of the tools and Web sites that form the cornerstone of teenagers' experiences, educators deny themselves access to the conversations that students are having about how to use these tools intelligently, ethically, and well. And given the overwhelming flow of information that students can access using such tools, it is essential that educators become part of those conversations.
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    by blocking and banning many of the tools and Web sites that form the cornerstone of teenagers' experiences, educators deny themselves access to the conversations that students are having about how to use these tools intelligently, ethically, and well. And given the overwhelming flow of information that students can access using such tools, it is essential that educators become part of those conversations.
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