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  • written without you, thanks to the billions of us worldwide who now have our own printing presses and can publish what we want whe
  • Is she learning balance in her use of technology, or is she falling into the common pattern of spending hours at the keyboard, losing herself in the network?
    • Jeremy Duncan

      Jeremy Duncan on 2009-11-18

      This is a crucial skill. It is easy to get caught up in the network that you build and neglect the relationships around you. We need to learn to balance our time well, so that we can teach our children and students to do the same. We only have so many hours in the day, which relationships are the most important to invest our time in?

    • Tracy Varner

      Tracy Varner on 2009-11-30

      I have experienced this... I tend to dive a little too far down the rabbit hole sometimes; whether it is work-related, Internet browsing/learning, or for professional development. It is too easy to get lost in what you are doing and forget everything else. I need to have the same sense of urgency about my personal life!

      I agree that there is something that needs to be addressed in this situation--I'm just not certain how to define it. Is it time-management? Is it needing a hobby?? Not sure...

  • 06 Nov 09
    deacs84
    Laura Deisley

    Nice article by Will Richardson regarding digital footprints.

    web2.0 socialnetworking digitalfootprint 21stc

  • 27 Oct 09
  • 26 Oct 09
    • Sharing is the fundamental building block for building connections and networks
  • 24 Oct 09
    • digital footprints—the online portfolios of who we are, what we do, and by
      association, what we know—are becoming increasingly woven into the fabric of
      almost every aspect of our lives.
    • most is beyond your control
    • 4 more annotations...
  • 19 Oct 09
    • What we say is copyable; others can take it, use it, or change it with ease, making our ability to edit content and comprehend the ethical use of the content we read even more crucial
  • 18 Oct 09
    • Younger students need to see their teachers engaging experts in synchronous or
      asynchronous online conversations about content, and they need to begin to
      practice intelligently and appropriately sharing work with global audiences.
      Middle school students should be engaged in the process of cooperating and
      collaborating with others outside the classroom around their shared passions,
      just as they have seen their teachers do. And older students should be engaging
      in the hard work of what Shirky (2008) calls "collective action," sharing
      responsibility and outcomes in doing real work for real purposes for real
      audiences online.
  • 13 Oct 09
    • most teachers (maybe even you) are in the back, hanging on to the seat straps as the bus careens down the road under the guidance of kids who have never been taught to steer and who are figuring it out as they go
      • Harlan Howe

        Harlan Howe on 2009-10-13

        But do we know how to drive the bus, either?

      • Tracy Varner

        Tracy Varner on 2009-11-30

        Scary, but true... We think that our age and experience will provide us with good judgment when it comes to Web 2.0 tools; however I think that our age and experience can also get in the way of growth, and shift.

  • 02 Oct 09
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    • Our teachers have to be colearners in this process, modeling their own use of connections and networks and understanding the practical pedagogical implications of these technologies and online social learning spaces.
    • , with an understanding of how transparency fosters connections and with a willingness to share our work and, to some extent, our personal lives. Sharing is the fundamental building block for building connections and networks; it may take the form of ruminations on life in a blog, photos of the latest family picnic on Flickr, or discussion notes students post to a classroom wiki for others to read and contribute to.
    • 3 more annotations...
  • 09 Sep 09
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    • We must help them learn how to identify their passions; build connections to others who share those passions; and communicate, collaborate, and work collectively with these networks
  • 20 Aug 09
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  • 18 Jul 09
    finleyt
    Todd Finley

    In short, for a host of reasons, we're failing to empower kids to use one of the most important technologies for learning that we've ever had. One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely. The new literacy means being able to function in and leverage the potential of easy-to-create, collaborative, transparent online groups and networks, which represent a "tectonic shift" in the way we need to think about the world and our place in it (Shirky, 2008). This shift requires us to create engaged learners, not simply knowers, and to reconsider the roles of schools and educators.

    digitalfootprint Plank

    • The new literacy means being able to function in and leverage the potential of easy-to-create, collaborative, transparent online groups and networks, which represent a "tectonic shift" in the way we need to think about the world and our place in it (Shirky, 2008). This shift requires us to create engaged learners, not simply knowers, and to reconsider the roles of schools and educators.


  • todbaker
    Tod Baker

    In all likelihood, you, your school, your teachers, or your students are already being Googled on a regular basis, with information surfacing from news articles, blog posts, YouTube videos, Flickr photos, and Facebook groups. Some of it may be good, some may be bad, and most is beyond your control. Your personal footprint—and to some extent your school's—is most likely being written without you, thanks to the billions of us worldwide who now have our own printing presses and can publish what we want when we want to.

    digitalfootprint digitalcitizenship plpbc09

  • 13 Jul 09
  • 30 Jun 09
    misslytle
    Stephanie Lytle

    ill talks about the importance of self-directed learners being adept at building and sustaining networks. He gives five ideas that will help you begin to build your own personal learning network. He calls and has continued to call for this shift that requires us to foster the development of engaged learners and to rethink the roles of schools and educators. He issues this challenge: “More than ever before, students have the potential to own their own learning- and we have to help them seize that potential. We must help them learn how to identify their passions; build connections to others who share those passions; and communicate, collaorate, and work collectively with these networks.

    digitalfootprint willrichardson digitalcitizenship

  • 29 Jun 09
    en6494
    MATESL Classmates

    Exactly. It seems like there's nothing we could do to stop the trend flows but to learn how to appreciate it!

    web2.0 socialnetworking criticalliteracy willrichardson

    • Whether we like it or not, social Web technologies are having a huge influence
      on students who are lucky enough to be connected, even the youngest ones
    • 7 more annotations...
  • 27 Jun 09
    baldy7
    Tony Baldasaro

    In the Web 2.0 world, self-directed learners must be adept at building and sustaining networks.

    education web2.0 richardson willrichardson socialnetworking digitalcitizenship footprints digitalfootprint leadership ASCD technology teaching pln

    • what might "Your search did not match any documents" imply?


    • This shift requires us to create engaged learners, not simply knowers, and to reconsider the roles of schools and educators.
      • Tony Baldasaro

        Tony Baldasaro on 2009-07-20

        Engaged Learners means that students are willing and able to learn and unlearn things as necessary. Too often our students simply learn.

      • Jeremy Duncan

        Jeremy Duncan on 2009-11-18

        The shift requires us to create engaged learners, but it also allows us to create engaged learners much more easily.

      • 3 more sticky notes...
  • 25 Jun 09
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    • As author John Seely Brown (Brown & Adler, 2008) points out, these shifts demand that we move our concept of learning from a "supply-push" model of "building up an inventory of knowledge in the students' heads" (p. 30) to a "demand-pull" approach that requires students to own their learning processes and pursue learning, based on their needs of the moment, in social and possibly global communities of practice. Our students must be nomadic, flexible, mobile learners who depend not so much on what they can recall as on their ability to connect with people and resources and edit content on their desktops, or, even more likely, on pocket-size devices they carry around with them. Our teachers have to be colearners in this process, modeling their own use of connections and networks and understanding the practical pedagogical implications of these technologies and online social learning spaces
  • 08 Jun 09
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    charlynt
    Charlyn Trussell

    The trail we leave online and its importance.

    Networking technology

  • 09 May 09
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  • 09 Apr 09
    abubnic
    Anne Bubnic

    <b>Giving Students Ownership of Learning: Footprints in the Digital Age.</b> In the Web 2.0 world, self-directed learners must be adept at building and sustaining networks.

    ad4dcss web 2.0 social networking digital footprint digital citizenship

    • In the Web 2.0 world, self-directed learners must be adept at building and sustaining networks.
    • As the geeky father of a 9-year-old son and an 11-year-old daughter, one of my worst fears as they grow older is that they won't be Googled well. Not that they won't be able to use Google well, mind you, but that when a certain someone (read: admissions officer, employer, potential mate) enters "Tess Richardson" into the search line of the browser, what comes up will be less than impressive. That a quick surf through the top five hits will fail to astound with examples of her creativity, collaborative skills, and change-the-world work. Or, even worse, that no links about her will come up at all. I mean, what might "Your search did not match any documents" imply?
    • 7 more annotations...
  • 28 Mar 09
  • 26 Mar 09
    • In short, for a host of reasons, we're failing to empower kids to use one of the most important technologies for learning that we've ever had. One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely. The new literacy means being able to function in and leverage the potential of easy-to-create, collaborative, transparent online groups and networks, which represent a "tectonic shift" in the way we need to think about the world and our place in it (Shirky, 2008). This shift requires us to create engaged learners, not simply knowers, and to reconsider the roles of schools and educators.
    • In short, for a host of reasons, we're failing to empower kids to use one of the most important technologies for learning that we've ever had. One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely. The new literacy means being able to function in and leverage the potential of easy-to-create, collaborative, transparent online groups and networks, which represent a "tectonic shift" in the way we need to think about the world and our place in it (Shirky, 2008). This shift requires us to create engaged learners, not simply knowers, and to reconsider the roles of schools and educators.
    • 3 more annotations...
  • 24 Mar 09
  • 23 Mar 09
    • 's a consequence of the new Web 2.0 world that these digital footprints—the online portfolios of who we are, what we do, and by association, what we know—are becoming increasingly woven into the fabric of almost every aspect of our lives. In all likelihood, you, your school, your teachers, or your students are already being Googled on a regular basis, with information surfacing from news articles, blog posts, YouTube videos, Flickr photos, and Facebook groups. Some of it may be good, some may be bad, and most is beyond your control. Your personal footprint—and to some extent your school's—is most likely being written without you, thanks to the billions of us worldwide who now have our own printing presses and can publish what we want when we want to.
    • collective action," sharing responsibility and outcomes in doing real work for real purposes for real audiences online.
  • 22 Mar 09
  • 20 Mar 09
    • They need to know that publishing has a nobler goal than just readership—and that's engagement.
  • howardcdn53
    Howard Griffith

    move our concept of learning from a "supply-push" model of "building up an inventory of knowledge in the students' heads" (p. 30) to a "demand-pull" approach that requires students to own their learning processes and pursue learning, based on their needs of the moment, in social and possibly global communities of practice.

    21st century learning web2.0 socialnetworking footprints digitalcitizenship

    • shifts
  • ziegeran
    Randy Ziegenfuss

    In the Web 2.0 world, self-directed learners must be adept at building and sustaining networks.

    web2.0 socialnetworking digitalcitizenship richardson digitalfootprint

  • 19 Mar 09
    hthiele
    Henry Thiele

    Will Richardson

    In the Web 2.0 world, self-directed learners must be adept at building and sustaining networks.

    web2.0 socialnetworking willrichardson digitalcitizenship richardson digitalfootprint footprints pln

    • the online portfolios of who we are, what we do, and by association, what we know—are becoming increasingly woven into the fabric of almost every aspect of our lives
    • They're creating all sorts of content—some, as we all know, doing so very badly—and they're doing all sorts of things with online tools that, for the most part, we're not teaching them anything about. In the process, they're becoming Googleable without us. By and large, they do all this creating, publishing, and learning on their own, outside school, because when they enter the classroom, they typically "turn off the lights"
    • 4 more annotations...
  • 08 Mar 09
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    • As the geeky father
    • Picture a bus. Your students are standing in the front; most teachers (maybe even you) are in the back, hanging on to the seat straps as the bus careens down the road under the guidance of kids who have never been taught to steer and who are figuring it out as they go.
    • 1 more annotations...
  • 20 Jan 09
    • Web 2.0 world that these digital footprints
    • can publish what we want when we want to.
    • 14 more annotations...
    • In short, for a host of reasons, we're failing to empower kids
      to use one of the most important technologies for learning that we've ever had.
      One of the biggest challenges educators face right now is figuring out how to
      help students create, navigate, and grow the powerful, individualized networks
      of learning that bloom on the Web and helping them do this effectively,
      ethically, and safely. The new literacy means being able to function in and
      leverage the potential of easy-to-create, collaborative, transparent online
      groups and networks, which represent a "tectonic shift" in the way we need to
      think about the world and our place in it (Shirky, 2008). This shift requires us
      to create engaged learners, not simply knowers, and to reconsider the roles of
      schools and educators.

    • Our students must be nomadic, flexible, mobile learners who depend not so much
      on what they can recall as on their ability to connect with people and resources
      and edit content on their desktops, or, even more likely, on pocket-size devices
      they carry around with them.
    • 2 more annotations...
  • 15 Jan 09
    grahamwegner
    Graham Wegner

    An excellent article for educators wanting to be informed about social media and seeking entry points to get started.

    web2.0 nwnw09 will_richardson article

  • 11 Jan 09
  • 06 Jan 09
  • 03 Jan 09
    • In short, for a host of reasons, we're failing to empower kids to use one of the
      most important technologies for learning that we've ever had. One of the biggest
      challenges educators face right now is figuring out how to help students create,
      navigate, and grow the powerful, individualized networks of learning that bloom
      on the Web and helping them do this effectively, ethically, and safely
  • 28 Dec 08
  • 12 Dec 08
    • In all likelihood, you, your school, your teachers, or your students are already being Googled on a regular basis, with information surfacing from news articles, blog posts, YouTube videos, Flickr photos, and Facebook groups. Some of it may be good, some may be bad, and most is beyond your control. Your personal footprint—and to some extent your school's—is most likely being written without you, thanks to the billions of us worldwide who now have our own printing presses and can publish what we want when we want to.
    • This may be the first large technological shift in history that's being driven by children. Picture a bus. Your students are standing in the front; most teachers (maybe even you) are in the back, hanging on to the seat straps as the bus careens down the road under the guidance of kids who have never been taught to steer and who are figuring it out as they go.


      In short, for a host of reasons, we're failing to empower kids to use one of the most important technologies for learning that we've ever had. One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely.

    • 5 more annotations...
  • 06 Dec 08
    • Although many students are used to sharing content online, they need to learn how to share within the context of network building. They need to know that publishing has a nobler goal than just readership—and that's engagement. Take, for example, the story of Laura Stockman, a 10-year-old from the Buffalo, New York, area. Last December, in an effort to honor the memory of her grandfather who had died the year before, Laura decided to do one good deed each day in the run-up to Christmas. She decided, with her mother's approval, to share her work with the world.


      Laura's blog, "Twenty-Five Days to Make a Difference" (http://twentyfivedays.wordpress.com), quickly caught the eye of some other philanthropic bloggers. Within a short time, Laura found herself in the midst of a community of volunteers far outside her geographic reach. The ClustrMap on her site tracks tens of thousands of readers from such places as China, Australia, Africa, and South America (see http://www3.clustrmaps.com/counter/maps.php?user=2cf404cc).


      But here is the difference: Laura is not just publishing, and others are not just reading. Now when she wants ideas for charities to work for as her project enters its 11th month, Laura says, "I ask my readers"

  • 04 Dec 08
    jdblack64
    J Black

    It's a consequence of the new Web 2.0 world that these digital footprints—the online portfolios of who we are, what we do, and by association, what we know—are becoming increasingly woven into the fabric of almost every aspect of our lives. In all likelih

    digital_footprint web2.0 technology literacy learning socialnetworking

  • 03 Dec 08
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    • Footprints in the Digital Age



      Will Richardson


      In the Web 2.0 world, self-directed learners must be adept at building and sustaining networks.

  • 24 Nov 08
    plvitf
    Josh Allen

    From Nov issues of ASCD's Ed Leadership, how to make sure students are "Googled well" and what that means for education. Great article by Will Richardson.

    digital_footprints will_richardson web2.0 resources

    • One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely.
    • Our teachers have to be colearners in this process, modeling their own use of connections and networks and understanding the practical pedagogical implications of these technologies and online social learning spaces.
    • 1 more annotations...
  • 21 Nov 08
    riptide
    Fred Delventhal

    Here are five ideas that will help you begin building your own personal learning network.

    1. Read blogs related to your passion. Search out topics of interest at http://blogsearch.google.com and see who shares those interests.
    2. Participate. If you find bloggers out there who are writing interesting and relevant posts, share your reflections and experiences by commenting on their posts.
    3. Use your real name. It's a requisite step to be Googled well. Be prudent, of course, about divulging any personal information that puts you at risk, and guide students in how they can do the same.
    4. Start a Facebook page. Educators need to understand the potential of social networking for themselves.
    5. Explore Twitter (http://twitter.com), a free social networking and micro-blogging service that enables users to exchange short updates of 140 characters or fewer. It may not look like much at first glance, but with Twitter, the network can be at your fingertips.

    socialnetworking digitalcitizenship pln personallearningnetwork professionallearningnetworks

  • 20 Nov 08
  • 19 Nov 08
    lsinrc
    Lennie Symes

    It's a consequence of the new Web 2.0 world that these digital footprints—the online portfolios of who we are, what we do, and by association, what we know—are becoming increasingly woven into the fabric of almost every aspect of our lives. In all likelih

    willrich digital_footprint tiedc

  • 18 Nov 08
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  • anngot
    Anne Cathrine Gotaas

    Meget interessant artikkel som alle lærere bør lese.

    web2.0 undervisning blogg

    • This may be the first large technological shift in history that's being driven by children. Picture a bus. Your students are standing in the front; most teachers (maybe even you) are in the back, hanging on to the seat straps as the bus careens down the road under the guidance of kids who have never been taught to steer and who are figuring it out as they go.
  • ucdjoe
    Joe Wood

    Richardson's article on digital footprints

    socialnetworking web2.0 willrichardson

  • < Previous 1 2

    Public Stiky Notes

    • en6494
      MATESL Classmates on 2009-06-30
      Strongly agree.
    • ldurff
      mrs durff on 2009-09-28
      It is our job to teach all learners how to leave a great googlable footprint in the digital sand.
    • en6494
      MATESL Classmates on 2009-06-30
      Yes! I agree!!!
    • en6494
      MATESL Classmates on 2009-06-30
      Exactly. It seems like there's nothing we could do to stop the trend flows but to learn how to appreciate it!
    • tvarner
      Tracy Varner on 2009-11-30
      I agree! Students come to school already knowing the basic functionality of computers but likely have not been instructed in the long-term affects (both positive and negative) that can result.
    • ann2779
      Ann Marie Lucas on 2009-10-24
      The age is the big thing to note. We have discussions about how young do we start with these kids and the answer is they are ready from day one to start using these tools.
    • mpierce
      Melissa Pierce on 2009-12-17
      I'd like to encourage this type of learning in my classroom: don't be afraid to make mistakes, just learn as you go. I think there's just as much we can learn from how these students learn to use these tools as we can try and learn to "steer the bus" for them.
    • tvarner
      Tracy Varner on 2009-11-30
      Scary, but true... We think that our age and experience will provide us with good judgment when it comes to Web 2.0 tools; however I think that our age and experience can also get in the way of growth, and shift.
    • hghowe
      Harlan Howe on 2009-10-13
      But do we know how to drive the bus, either?
    • en6494
      MATESL Classmates on 2009-06-30
      strongly agree
    • tvarner
      Tracy Varner on 2009-11-30
      Yes, and it is important to do this in the context of authentic learning--not a special stand-alone class.
    • ann2779
      Ann Marie Lucas on 2009-10-24
      We definitly have to teach online ettiqute and safety and I think this gets overlooked and is the most important part.
    • mpierce
      Melissa Pierce on 2009-12-17
      I agree on both points here! Learning and then unlearning is so important today, and the way to accomplish this is to help students develop their metacognative awareness.
    • tvarner
      Tracy Varner on 2009-11-30
      Absolutely! Empowering students must involve helping them develop a strong metacognative process.
    • smitha834
      Andrew Smith on 2009-11-30
      I'm going to push-back here - we need them to think, teach themselves things, and select roles according to the situation as they see it. They don't always need educators; it's an argument for cognitive coaching.
    • jeremyduncan
      Jeremy Duncan on 2009-11-18
      The shift requires us to create engaged learners, but it also allows us to create engaged learners much more easily.
    • baldy7
      Tony Baldasaro on 2009-07-20
      Engaged Learners means that students are willing and able to learn and unlearn things as necessary. Too often our students simply learn.
    • tvarner
      Tracy Varner on 2009-11-30
      I think the biggest probelm is managing state/local curriculum. I'm having trouble wrapping my head around how you meet the curriculum requirements and still allow students to pursue learning based on their own needs. Maybe the focus should be on changing the concept of "curriculum" at the state, local and national levels?
    • jreimer
      jreimer on 2009-11-23
      As Will points out, students are already doing this on there own. I think the challenge is to change our school cultures to value this sort of learning. (I admit that as a teacher, I still like to have "control" over my students' learning.)
    • missraub
      Bonnie Raub on 2009-03-26
      You've highlighted an important point, Randy. That's what Karen Sternheimer does not yet understand. Part of engaging our students is teaching them how to be safe online. If they understand that publishing "had a nobler goal," they will publish work that they want others to read. They will then also understand the difference between what should be made public and what should be kept private.
    • hthiele
      Henry Thiele on 2009-03-19
      Our teachers need to focus on engagement as well
    • tvarner
      Tracy Varner on 2009-11-30
      I have experienced this... I tend to dive a little too far down the rabbit hole sometimes; whether it is work-related, Internet browsing/learning, or for professional development. It is too easy to get lost in what you are doing and forget everything else. I need to have the same sense of urgency about my personal life!

      I agree that there is something that needs to be addressed in this situation--I'm just not certain how to define it. Is it time-management? Is it needing a hobby?? Not sure...
    • jeremyduncan
      Jeremy Duncan on 2009-11-18
      This is a crucial skill. It is easy to get caught up in the network that you build and neglect the relationships around you. We need to learn to balance our time well, so that we can teach our children and students to do the same. We only have so many hours in the day, which relationships are the most important to invest our time in?

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