Professionalism and Digital Footprints
“One of the simplest ways to avoid disasters involving social media is to have a clear understanding of its nature” ( Hengstler 2012).
Understanding the basics about social media applies to both personal and professional use. It is commonly known that many teachers are hesitant to use social media in their teaching because they believe the risks are too great. Yet, many teachers are very relaxed with social media in their personal lives. A greater awareness of professionalism on and offline and an active involvement in individual “digital footprints” (Hengstler 2012) can ensure more positive experiences with social media use.
Whether teachers are using social media in their personal lives or in the classroom, an awareness of their professionalism on and offline is crucial to their careers and longevity. The British Columbia’s College of Teachers and the British Columbia Court of Appeal both agree that teachers “must lead by example” and that their “responsibilities as a professional extend beyond the end of the day” (as cited in Hengstler 2012. Managing your digital footprint :Osriches v. Eagles) Any online content used in social media is permanent, can be reproduced, is always on, searchable and exists with limited control. Knowing these key elements of social content can better equip teachers to engage with social media in a safe, relatively risk-free manner.
Hengstler( 2012) describes a digital footprint as the “aggregation of all your digital activities in all the digital environments you navigate”. Our digital footprint comes in three forms: Passive, information collected about you; active, information volunteered by you; and second-hand, information others post about you (Hengstler 2012). My first introduction to digital footprints was at a Professional Development session hosted by my school district. Julia Hengstler spoke on the importance of actively creating your own digital footprint by expanding your online presence with professional activities. Out of curiosity, I Googled my name again and was pleased to see in two years’ time I had numerous professional posts. After three pages in on my search, I was thankful that the horrible showing of my first triathlon had still not shown up on Google, proving it is possible to proactively take charge of your digital footprint.
References
Hengstler, J. (2011). Managing digital footprints: Ostriches v. eagles. In S.
Hirtz & K. Kelly (Eds.), Education for a digital world 2.0 (2nd ed.) (Vol.1, Part One: Emerging technologies and practices).
Open School/Crown Publications: Queen’s Printer for British Columbia, Canada. Available from http://www.viu.ca/education/faculty_publications/hengstler/EducationforDigitalWorld2.0_1_jh89pdf
Hengstler, J. (April 2012). "Digital professionalism and digital footprints". Document prepared for training session with Vancouver Island University's Administrative Assistants, April 2012.Social Media Digital Footprints 2013_v3.pdf
“One of the simplest ways to avoid disasters involving social media is to have a clear understanding of its nature” ( Hengstler 2012).
Understanding the basics about social media applies to both personal and professional use. It is commonly known that many teachers are hesitant to use social media in their teaching because they believe the risks are too great. Yet, many teachers are very relaxed with social media in their personal lives. A greater awareness of professionalism on and offline and an active involvement in individual “digital footprints” (Hengstler 2012) can ensure more positive experiences with social media use.
Whether teachers are using social media in their personal lives or in the classroom, an awareness of their professionalism on and offline is crucial to their careers and longevity. The British Columbia’s College of Teachers and the British Columbia Court of Appeal both agree that teachers “must lead by example” and that their “responsibilities as a professional extend beyond the end of the day” (as cited in Hengstler 2012. Managing your digital footprint :Osriches v. Eagles) Any online content used in social media is permanent, can be reproduced, is always on, searchable and exists with limited control. Knowing these key elements of social content can better equip teachers to engage with social media in a safe, relatively risk-free manner.
Hengstler( 2012) describes a digital footprint as the “aggregation of all your digital activities in all the digital environments you navigate”. Our digital footprint comes in three forms: Passive, information collected about you; active, information volunteered by you; and second-hand, information others post about you (Hengstler 2012). My first introduction to digital footprints was at a Professional Development session hosted by my school district. Julia Hengstler spoke on the importance of actively creating your own digital footprint by expanding your online presence with professional activities. Out of curiosity, I Googled my name again and was pleased to see in two years’ time I had numerous professional posts. After three pages in on my search, I was thankful that the horrible showing of my first triathlon had still not shown up on Google, proving it is possible to proactively take charge of your digital footprint.
References
Hengstler, J. (2011). Managing digital footprints: Ostriches v. eagles. In S.
Hirtz & K. Kelly (Eds.), Education for a digital world 2.0 (2nd ed.) (Vol.1, Part One: Emerging technologies and practices).
Open School/Crown Publications: Queen’s Printer for British Columbia, Canada. Available from http://www.viu.ca/education/faculty_publications/hengstler/EducationforDigitalWorld2.0_1_jh89pdf
Hengstler, J. (April 2012). "Digital professionalism and digital footprints". Document prepared for training session with Vancouver Island University's Administrative Assistants, April 2012.Social Media Digital Footprints 2013_v3.pdf