I think my name could be inserted here. I want to learn how to sift and sort throught everything on the web to pick out the most useful resources, but I am overwhelmed.
This link has been bookmarked by 247 people and liked by 1 people. It was first bookmarked on 01 Nov 2008, by Angela Stockman.
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Karen Vitek"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?"
socialnetworking willrichardson digitalcitizenship digitalfootprint digital footprints
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16 Apr 10
Zoe MidlerThis 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 r
edtech digitalcitizenship socialnetworking web2.0 digitalfootprint willrichardson technology
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09 Apr 10
Tanja GalettiDigital footprints - includes reference to a picture of a bus, driven by students, while teachers just hang on to the back.
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25 Mar 10
Ian HechtInteresting article on empowering students to use interactive technology to further their own interests and to communicate and form communities with like-minded learners from around the world. In an age where everything online is stored forever, doesn't it make sense to build positive digital footprints for people who will Google us?
footprints digital online social network socialnetworking students pln web2.0 digitalcitizenship
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Paul BeaufaitASCD publication
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Jenny DarrowFootprints in the Digital AgeWill RichardsonIn the Web 2.0 world, self-directed learners must be adept at building and sustaining networks.
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Renee HawkinsGreat article by Will Richardson about the necessity of teaching our students to develop their online "brand" - the digital identity that college counselors and future employers will look at before making a decision about them.
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Add Sticky Notemost 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
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Clint LalondeIn the Web 2.0 world, self-directed learners must be adept at building and sustaining networks.
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LaDonna Van Ahneducational publication online
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A recent National School Boards Association survey (2007) announced that upward of 80 percent of young people who are online are networking and that 70 percent of them are regularly discussing education-related topics.
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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.
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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.
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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.
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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.
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So what literacies must we educators master before we can help students make the most of these powerful potentials? It starts, as author Clay Shirky (2008) suggests, 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;
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Publishing content online not only begins the process of becoming "Googleable," it also makes us findable by others who share our passions or interests.
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Although many students are used to sharing content online, they need to learn how to share within the context of network building.
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These new realities demand that we prepare students to be educated, sophisticated owners of online spaces. Although Laura is able to connect, does she understand, as researcher Stephen Downes (2005) suggests, that her network must be diverse, that she must actively seek dissenting voices who might push her thinking in ways that the "echo chamber" of kindred thinkers might not? Is she doing the work of finding new voices to include in the conversation? Is she able to make astute decisions about the people with whom she interacts, keeping herself safe from those who might mean her harm? 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? This 10-year-old probably still needs to learn many of these things, and she needs the guidance of teachers and adults who know them in their own practice.
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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, collaborate, and work collectively with these networks.
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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.
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10 Jan 10
Donna DesRochesIn the Web 2.0 world, self-directed learners must be adept at building and sustaining networks.
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29 Dec 09
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26 Dec 09
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Add Sticky NoteThis may be the first large technological shift in history that's being driven by children.
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I do feel I'm far behind my students in anything that's digital. I'm trying to learn and to catch up.
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17 Dec 09
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Add Sticky Notemost 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
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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.
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Sharing is the fundamental building block for building connections and networks
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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
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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
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07 Dec 09
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That a quick surf through the top five hits will fail to astound with examples of her creativity, collaborative skills
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even worse, that no links about her will come up at all. I mean, what might "Your search did not match any documents" imply?
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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.
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06 Dec 09
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30 Nov 09
Alice BarrGiving Students Ownership of Learning Pages 16-19
Footprints in the Digital Age
Will Richardson
In the Web 2.0 world, self-directed learners must be adept at building and sustaining networks.21stcenturylearning ascd 21stcenturyskills digitalcitizenship digitalfootprint reading keynoteSamoset
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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
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17 Nov 09
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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.
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<!-- Cover and date of the journal -->
November 2008
November 2008 | Volume 66 | Number 3
Giving Students Ownership of Learning Pages 16-19Footprints in the Digital Age
Will Richardson
In the Web 2.0 world, self-directed learners must be adept at building and sustaining networks.
<script type="text/javascript" language="JavaScript" src="http://admin.brightcove.com/js/BrightcoveExperiences.js"></script>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?
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 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.
On the surface, that's an unsettling thought—but it doesn't have to be. In fact, if we are willing to embrace the moment rather than recoil from it, we may find opportunities to empower students to learn deeply and continually in ways that we could scarcely have imagined just a decade ago.
Networking: The New Literacy
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. Many 7- and 8-year-olds are busy exploring Club Penguin or Webkinz with other 7- and 8-year-olds half a world away, middle schoolers are connecting with global warriors in World of Warcraft, and adolescents preen themselves in front of their "friends" on MySpace and Facebook. A recent National School Boards Association survey (2007) announced that upward of 80 percent of young people who are online are networking and that 70 percent of them are regularly discussing education-related topics. 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" (Prensky, 2008).
This may be the first large technological shift in history that's being driven by children.
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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
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Add Sticky NoteIs 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?
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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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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...
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16 Nov 09
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Laura DeisleyNice article by Will Richardson regarding digital footprints.
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27 Oct 09
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Andrea BlancoIn the Web 2.0 world, self-directed learners must be adept at building and sustaining networks.
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26 Oct 09
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Sharing is the fundamental building block for building connections and networks
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24 Oct 09
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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.
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most is beyond your control
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Add Sticky NoteWhether 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.
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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.
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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.
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80 percent of young people who are online are networking and that 70 percent of them are regularly discussing education-related topics
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Add Sticky Noteeffectively, ethically, and safely.
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We definitly have to teach online ettiqute and safety and I think this gets overlooked and is the most important part.
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Yes, and it is important to do this in the context of authentic learning--not a special stand-alone class.
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effectively, ethically, and safely.
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19 Oct 09
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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
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18 Oct 09
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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.
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13 Oct 09
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Add Sticky Notemost 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
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But do we know how to drive the bus, either?
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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.
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27 Sep 09
antonella espositoWill Richardson. Subtitle: In the Web 2.0 world, self-directed learners must be adept at building and sustaining networks.
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Shelley K.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 s
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13 Sep 09
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Silvia Rosenthal TolisanoAs 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 o
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12 Sep 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.
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, 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.
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These new realities demand that we prepare students to be educated, sophisticated owners of online spaces.
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More than ever before, students have the potential to own their own learning—and we have to help them seize that potential
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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. And we must do this not simply as a unit built around "Information and Web Literacy."
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02 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
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20 Aug 09
Bill Campbellby Will Richardson. There are discussion threads related to this at http://www.classroom20.com/forum/topics/footprints-in-the-digital-age and http://firesidelearning.ning.com/forum/topics/footprints-in-the-digital-age
toread prj:CDM socialnetworking education technology web2.0 imported-Delicious-07July2011
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sacha van StratenGood accessible article about why students at secondary school level and beyond should own their learning.
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14 Aug 09
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30 Jul 09
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18 Jul 09
Todd FinleyIn 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.
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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.
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Tod BakerIn 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.
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13 Jul 09
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30 Jun 09
Stephanie Lytleill 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.
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29 Jun 09
MATESL ClassmatesExactly. It seems like there's nothing we could do to stop the trend flows but to learn how to appreciate it!
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Add Sticky Note
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Strongly agree.
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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
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Add Sticky NoteWhether 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.
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Exactly. It seems like there's nothing we could do to stop the trend flows but to learn how to appreciate it!
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Yes! I agree!!!
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It is our job to teach all learners how to leave a great googlable footprint in the digital sand.
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Many 7- and 8-year-olds are busy exploring Club Penguin or Webkinz with other 7- and 8-year-olds half a world away
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that 70 percent of them are regularly discussing education-related topics
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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"
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Add Sticky NoteOne 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.
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strongly agree
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Publishing content online not only begins the process of becoming "Googleable," it also makes us findable by others who share our passions or interests
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27 Jun 09
Tony BaldasaroIn the Web 2.0 world, self-directed learners must be adept at building and sustaining networks. Annotated link http://www.diigo.com/bookmark/http%3A%2F%2Fwww.ascd.org%2Fpublications%2Feducational_leadership%2Fnov08%2Fvol66%2Fnum03%2FFootprints_in_the_Dig
education web2.0 richardson willrichardson socialnetworking digitalcitizenship footprints digitalfootprint leadership ASCD technology teaching pln
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what might "Your search did not match any documents" imply?
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Add Sticky NoteThis shift requires us to create engaged learners, not simply knowers, and to reconsider the roles of schools and educators.
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Engaged Learners means that students are willing and able to learn and unlearn things as necessary. Too often our students simply learn.
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The shift requires us to create engaged learners, but it also allows us to create engaged learners much more easily.
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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.
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Absolutely! Empowering students must involve helping them develop a strong metacognative process.
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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.
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25 Jun 09
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19 Jun 09
Sue McIntyreIn the Web 2.0 world, self-directed learners must be adept at building and sustaining networks.
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18 Jun 09
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12 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
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11 Jun 09
Yvonne MurtaghNetworking: The New Literacy 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. (Will Richardson)
digitalcitizenship socialnetworking digitalfootprint learning pedagogy PLN teachers
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09 Jun 09
Zac EarlyIn the Web 2.0 world, self-directed learners must be adept at building and sustaining networks.
will_richardson Richardson digitalcitizenship literacy socialnetworking pedagogy elearning e-learning networking leadership articles eMINTS
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11 May 09
Mary Fran TorpeyAs 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 o
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09 May 09
Public Stiky Notes
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...
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