The other day I asked my students to write a journal entry responding to the following:
“What is a digital footprint? How can your digital footprint affect your future?”
Like typical seventh graders, when confronted with an unfamiliar phrase, many immediately whined and demanded to know “What is a digital footprint?”
Think about it I said.
Think about what we’ve been talking about and think about the meaning of the words.
As I peered over their shoulders while they were busy writing, I was impressed that most students were able to figure it out. Almost all students responded that a digital footprint included anything you post or place on the internet. Fewer students realized that it also included all the places you’ve visited. Many students were amazed to discover that some sites like Facebook and Google actually track and store information about their adventures on-line. Almost all of the students understood the impact of what they place on-line and how it can affect their future. (Many cited the U-Tube clip and PowerPoint discussion which Chad Bates prepared last semester for all synergy teachers as well as his presentation.)
After this very interesting discussion, I showed them the Digital Dossier u-tube clip which Robin Ulster forwarded to me.
So when should students begin to learn about their digital footprints? I believe this should begin before they are given the freedom to independently use the Internet and it should be a continual part of the curriculum. As a teacher, if I’m encouraging and requiring students to use the Internet, then I have a responsibility to teach them about many of these cyber related issues.
Where? I believe that both schools and parents should play roles in providing information to children. In fact, schools may need to provide information sessions to parents to give them the necessary tools to discuss this issue with their children. I was surprised to learn, in Jeff Utecht’s blog that so many ISB parents lack basic Social Networking knowledge. I think parents should learn more about the benefits of allowing their children to become cyberliterate, by becoming cybereducated themselves. Sometimes parents, quite a few that I know, fearin
g the internet’s “harmful” effects, don’t allow their children to use e-mail, Facebook or other social functions of the Internet; which only limits the cybergrowth of their children.
Does ISB’s AUP take this issue into account? While ISB’s AUP doesn’t mention anything about digital footprints directly, it does mention social networking and the importance of students recognizing the possible implications and long term consequences of their online activities. Furthermore, it clearly states that online safety is a personal responsibility.
“What is a digital footprint? How can your digital footprint affect your future?”
Like typical seventh graders, when confronted with an unfamiliar phrase, many immediately whined and demanded to know “What is a digital footprint?”
Think about it I said.
Think about what we’ve been talking about and think about the meaning of the words.
As I peered over their shoulders while they were busy writing, I was impressed that most students were able to figure it out. Almost all students responded that a digital footprint included anything you post or place on the internet. Fewer students realized that it also included all the places you’ve visited. Many students were amazed to discover that some sites like Facebook and Google actually track and store information about their adventures on-line. Almost all of the students understood the impact of what they place on-line and how it can affect their future. (Many cited the U-Tube clip and PowerPoint discussion which Chad Bates prepared last semester for all synergy teachers as well as his presentation.)
After this very interesting discussion, I showed them the Digital Dossier u-tube clip which Robin Ulster forwarded to me.
So when should students begin to learn about their digital footprints? I believe this should begin before they are given the freedom to independently use the Internet and it should be a continual part of the curriculum. As a teacher, if I’m encouraging and requiring students to use the Internet, then I have a responsibility to teach them about many of these cyber related issues.
Where? I believe that both schools and parents should play roles in providing information to children. In fact, schools may need to provide information sessions to parents to give them the necessary tools to discuss this issue with their children. I was surprised to learn, in Jeff Utecht’s blog that so many ISB parents lack basic Social Networking knowledge. I think parents should learn more about the benefits of allowing their children to become cyberliterate, by becoming cybereducated themselves. Sometimes parents, quite a few that I know, fearin
g the internet’s “harmful” effects, don’t allow their children to use e-mail, Facebook or other social functions of the Internet; which only limits the cybergrowth of their children.Does ISB’s AUP take this issue into account? While ISB’s AUP doesn’t mention anything about digital footprints directly, it does mention social networking and the importance of students recognizing the possible implications and long term consequences of their online activities. Furthermore, it clearly states that online safety is a personal responsibility.
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