Why children should be taught to build a positive online presence
Rather than just teaching children about internet safety and reducing their digital footprint, we should also encourage them to curate a positive digital footprint which will be an asset for them in their future.
Today’s children are prolific users of the internet. Concern has been raised about the future impact of the digital footprints they are generating. While much discussion of this issue focuses on keeping children safe, little is known about how children manage their digital footprints.
While digital footprints are considered to be a liability, if managed well they can be an asset. Digital footprints can showcase identity, skills and interests. This is important in an era where employers “google” candidates to check their identity and verify their suitability. In this context, having no digital footprint can be as much of a disadvantage as having a poorly managed one.
The “Best Footprint Forward” project explored what children know about digital footprints. Focus groups were made up of 33 children aged 10-12 years from three schools in regional NSW. Analysis of the focus groups reveals children have strategies to keep safe online, but they need further guidance on how to build a positive digital footprint. Continue reading →
come and join us at Newcastle for a discussion about EdTech.
We are searching for the middle ground. So much of the discussion regarding technology in education is either evangelical (technology will save us) or pessimistic (nothing will change). Often the educators most enthusiastic about technology are also the most critical. The DICE research group are hosting the EdTech Talkfest – a chance to confab about the contradictions, emotions, optimism and problems of the EdTech field.
If you’d like to come please email Erica Southgate ~ firstname.lastname@example.org The EdTech Talkfest will take place on Wednesday 6th December, 2017 9:30 – 4pm, Room X803 NeW Space Building, University of Newcastle, cnr Hunter & Auckland Sts, Newcastle. The event is free but places are limited.
This post is a part of a series being written for my EDUC6352 online masters students.
Policy analysis and evaluation seems like a straight forward and obvious requirement for school leaders and government departments. Basically if you implement policy one might assume that you would wish to evaluate said policy. However, in the frenetic pace of schools which, in Australia at least, have been in a policy reform cycle for at least two decades there is little chance to analyse nor evaluate policy as the next policy-cycle is upon leaders. Policy makers themselves are beholden to Australia’s short election cycle and the have to design policy to differentiate one government from the next with new policies and policy foci.
Australian children are among the youngest and most prolific users of the internet in the world. They are, on average, a little under eight years old when they begin using the internet and most go online daily. So it is not long before they develop an extensive digital footprint. But not much is known about young people’s digital footprint awareness and how to best educate them to manage their growing online presence.
So I arrived back at my home institution in early July, to the pleasant discovery that I’m featured in our faculty’s research showcase publication. Not that I’ve had much time for research since finishing sabbatical. As I’m coordinating a rather large foundational course this semester, my time has been spent organising the teaching for that. We have over 1100 students enrolled in the course (all of our first and second year early childhood, primary and secondary teaching students) and it is being delivered in a blend of face-to-face and online modes. Which means I’m coordinating a large teaching team to deliver tutorials (seminars to use the UK parlance) to 41 classes per week for the semester, organising the lectures and building the online content. And there’s been marking.
Being a blended course, I’m combining lectures; (yes, an old fashioned notion, I know, but it’s not without its defenders), with classroom discussions slated for the tutorials; and chunked resources that provide background information, and neat definitions, concept explainers, and contemporary perspectives (new stories, blog posts and the like) that link to the academic readings for the online components. This course is certainly stretching my teaching and admin skills and I’ve even starting using Adobe spark to make little videos (yep, even got my own youtube channel, something I never thought that I would have the guts to do) and memes for the LMS. Continue reading →
Today I had the pleasure of attending an information session for academics on the topic of digital footprint management. While digital footprints is something I’m passionate about it isn’t the subject of this post.
Anyway I was looking forward to this and was there early. A male academic walked in and upon meeting the woman running the session he joked that she was going to get bad feedback on the session because she “was a girl”. Continue reading →