Relationships and Technology

Our EDTC 300 class was jam packed with information. I’ve learned a lot.

What resonated most with me, is the relationships that technology can create; I’ve found this compelling. Until now, I’ve seen technology as a tool that isolated people but I couldn’t have been more wrong. Now, I view technology quiet differently. Technology has the power to create relationships that were never possible before.

Please enjoy my video of my learning journey this semester.

Class Contributions

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In reflection, this course was designed in a very clever way. Our professor has guided us through the course and encouraged each of us to help one another on our EDTEC 300 journey. The outcomes are quiet astounding; we’ve learned far more, than we would have if she’d taught us alone. This learning journey hasn’t been just mine, it’s been our whole class, and the online community. I’ve grown from the richness of it and will use this teaching style once I’m in the classroom. Helping each other has been a powerful learning tool, and has built a strong community. I have tried to be supportive, caring, positive, and thought provoking, while using Google Plus, Twitter, Twitter chats, and commenting on blogs. Here is how I’ve contributed to others learning in our Spring EDTEC 300 class.

Google Plus

Google Plus was a place I posted things that I thought the class would benefit from and enjoy. The most powerful post was the one about online bullying, which was sent to me via Facebook. I think this video should be seen by all teachers so everyone can fully comprehend the devastating nature of online bullying.

I also answered questions and had meaningful conversations within the Google Plus community. Please follow this link to see all of my Google Plus contributions.


Twitter has been a unique experience, and I’ve come to realize that everything I put onto Twitter aides my learning and also that of the Twitter community. I made it my goal to tweet at least four times a day.

In TweetDeck, all class posts are displayed under the #edtc300 heading, and I  comment on a couple of posts daily. All class members have interesting things to share, and it is quite difficult to stop at two. I also look for interesting articles that I think useful or insightful and share within the Twitter community. I must admit I find this a time-consuming activity as there is so much information on the internet but, this activity has broadened my learning and in turn helped others on their learning journey too.

7 other people found this article interesting and retweeted it while Amber made a comment which was great. This article really helped others, as well as myself, please click here to view the comments in detail.

Here is an example of reading material another student found and I retweeted it. In this way, great information and knowledge is shared through Twitter.

Knowledge is shared within the Twitter community and we all benefit from it. Twitter is a platform where information is found and shared with like minded people, it’s also a place where conversations can happen. I have tweeted many times and always encouraged those around me, please find just a few links of my support within the tweet community.

My Twitter home page shows that I’ve Tweeted over 280  times, I am following almost 100 people, and 70 people are following me. I’m working on building a positive digital identity and connecting with others on the internet.


TweetChat’s were terrifying, at first. So much information is shared, from people all around the world, at lightening speed. I’ve joined 5 Twitter Chat’s and learned so much from each experience. Teachers want to help and share their knowledge, which is wonderful. It’s taken me a while but I realize that side conversations occur, it’s these conversations I find most rewarding, please click on the link as this is one of my first conversations.

Commenting on blogs

I’ve enjoyed the challenge of writing blogs, and I’ve also enjoyed reading other student’s blogs. For me, this was the best part of the course. Seeing others creativity and ingenuity has been inspiring. I’ve thoroughly enjoyed being supportive to my fellow students as we are all learning and helping each other. Here are a few other comments I’ve made, but keeping track of them all has been difficult.

I’ve also enjoyed reading others articles and quoting them in my work. I’ve given pingbacks to several students, here is my mention of Miss. Bregg in my “Aikido Adventure” article.


Helping others with kindness, support, compassion and empathy has been rewarding. We have all learned about technology and how to use it, but we’ve also learned a sense of belonging can occur through technology when we all support each other.






Coding Conflict

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Coding. I know coding is complex, difficult, and technical. In his article “This is why kids need to code” Doug Belhshaw explains “coding means the ability to read and write a machine language …. [and] to think computationally”. We are all smart and have our gifts, but coding isn’t one of mine.

In our EDTEC 300 class our professor Katia Hilderbrandt gave us the challenge of learning how to code. With all lessons, there’s learning to be done. She introduced the class to the website and demonstrated the ease of coding. I had reservations, but knew I had to face this challenge head on.

I’ve spent an hour on the Starwars game on the Do One Hour of Code website and it’s been a very frustrating experience. It wasn’t until level 7, I stumbled and never managed to progress. I did everything I could think of. The helpful information wasn’t helpful, as I struggled and the same instructions kept coming up. I followed the instructions but I couldn’t get successful results. As the instructions were never modified, my frustrations grew.

When all else fails, I decided to watch the instructional video, which was at the bottom of the screen. Salvation I thought! But no! Even when I followed the instructions click by click, I still couldn’t get R2-D2 to move in multiple directions. I repeated this several times to no avail.

This has left me feeling inadequate, frustrated, and demoralized. Many students in the class have already completed this activity successfully which adds to my humiliation. I don’t want my students to feel like this.

I’ve learned failing is horrible, especially when all other students around me are thrilled to learn this. This is an area of weakness I need to work on. I need to have someone teach and guide me though coding rather than relying on the computer. However, I understand the importance of coding in the classroom and need to be better equipped to teach it.

In his article “This is why kids need to code” Doug Belshaw explains that students learn problem solving skills, confidence, and gain a greater understanding of our world. Although I don’t feel that way right now, once I’ve gained coding skills I will feel more confident with this subject. Problem solving skills is probably the best skill acquired as Belshaw explains “often this problem-solving involves working with other people – either in real-time or following tutorials, blog posts and howtos (and then sharing back)”. Students become creative, analytical, and communicate with each other to solve coding problems, which is excellent.

In the article “10 Reasons Kids Should Learn to Code” it goes into greater detail the skills students learn, these include: visualizing abstract concepts, precise planning, creativity, organization, perseverance, resilience, tolerance, kindness, and problem solving. These are all skills we want our students to gain, and coding can teach these lessons.

Coding has a place in the classroom, as it teaches more skills than coding alone.

Learning Project Journey

I’ve always been fascinated with martial arts even from a young age. As a little girl my favorite show was Kung Fu, and watching  Kwai Chang Caine use his staff effortlessly to protect himself always fascinated me. Learning to use this simple weapon, has always been at the back of my mind as something I wanted to learn, but never had the opportunity. I thought that I had to acquire black belt status before weapons training could begin; as I never achieved that goal, I felt I couldn’t learn the skills necessary to use this weapon. It wasn’t until I was volunteering with Regina Outdoor Education that everything changed. One of the parents on a field trip was an Aikido professional with his Dan Level 2. He told me about his studio and invited me to try out classes. This is where my Aikido journey began.

But first, this is how my Learning Journey began.

Introduction to My Learning Project

As I’ve studied various different martial arts, I’ve always enjoyed the physical challenges, the spiritual aspect, and comradery martial arts brings. I wanted all of those aspects back in my life and saw learning the staff as my way of finding this from an online perspective. I planned on watching YouTube video’s, reading articles, using Twitter, and to see if there were classes in Regina I could join.

Technology Trails: While Starting Staff Training

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This week was very frustrating as I had modem issues and my computer was offline for days. I realized I needed to learn how to download YouTube video’s, then I’d have them on my computer. If I’d had the video’s downloaded, studying offline would have been easy. I had to learn how to make a video of myself, edit it, and upload the finished product to YouTube, which had its moments of frustration and anxiety, but I figured it out in the end.

Grips, Kicks, and Footwork

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I realized this week that I was learning a martial art, and thoroughly enjoyed the physical aspect of practicing kicks, learning different grips on the staff, and working on my footwork. There’s lots to remember all at the same time, which is overwhelming but also fun. Feedly didn’t have any articles on bow staff training which was frustrating, and Twitter only had articles on martial arts. I realized that my chosen topic is a specialized field and it will be difficult to find information about it. But, the highlight of the week was learning how to download YouTube videos and I used Screencastify to do this.

Kata Confusion

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This week I studied a learning Kata and was quite confused at the beginning of the week. I lack coordination, and this Kata made me focus and try really hard. I made two videos of myself to see if there was any improvement as the week progressed.

It was during this week I met an Aikido instructor on a school field trip while volunteering with Regina Outdoor Education. He invited me to join his class, and I found a focus for my staff training. I really enjoyed how using the Jo (staff) in his class made me feel; I felt as if all my previous martial arts backgrounds came together and I had found harmony.

Aikido Community


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With a shift in Jo (staff) styles, I found new videos to watch in YouTube. Finding a teacher, I liked was more difficult than anticipated as most Aikido videos demonstrate rather than teach weapons skills. But, I did manage to find a whole new Aikido community which was exciting. I found an online Aikido Journal, which had articles ranging back to 2002.  Aiki Message Board: The Source for Aikido Information Is an Aikido forum that has over 22,000 practitioners who contribute to the site. After hunting through Twitter, I found several Aikido sites, but my favorite was one dedicated to women, #aikidowomen. Plus, I went to class.

Aikido Adventure

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This week I researched the philosophy of Aikido, as the spiritual aspect of a martial art is equally if not more important than the physical. I found many articles on the subject and was gladdened to learn that my philosophy matches with Aikido. “O’Sensei’s Lectures On the Philosophy of Aikido” “Aikido is the realization of love”. Not only is this a beautiful sentiment, it lines with my personal view of the world.

I also learned how to slow down Aikido videos so I can truly see how the Master moves his body and made a screencastify video to demonstrate this.


This has been an extraordinary adventure.

I’ve learned many new technological skills, that have helped me learn, express myself, and teach others.

Learning to use the Jo (staff) has always been a dream, somewhat whimsical, but now it’s a reality. I’m not alone on this journey as the internet is full of like minded people. There is a community I can reach out and talk with. I can discuss and share my frustrations and triumphs which is comforting. I’ve already had someone reach out to me, through Twitter and the martial arts community, and comment about my techniques which completely surprised me.

My EDTEC 300 class has also been a supportive community, where fellow students have commented on my blog posts giving me support and encouragement.

I now have also joined the Aikido community here in Regina.

Three different communities all providing compassion and support; how wonderful! I never realized that this kind of support on so many different levels was possible until now. This learning journey has taught me the comradery, compassion, and caring of people on the internet and how it can enrich lives.






Aikido Adventure

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My philosophy as a teacher is important, so too is the philosophy of a martial art. There are many different martial arts in the world and it’s their individual philosophies that make each one unique. Learning the spirituality and philosophy of Aikido is important. If I pursue this martial art further, I need to know if it resonates with my beliefs.

I believe that the strongest force in the universe is love and according to “O’Sensei’s Lectures On the Philosophy of Aikido” “Aikido is the realization of love”. Not only is this a beautiful sentiment, it lines with my personal view of the world. According to O’Sensei “The secret of Aikido is to harmonize ourselves with the movement of the universe and bring ourselves into accord with the universe itself.” These are powerful words. We need to find our balance and harmony within ourselves, and only then can we properly discover the world around us.

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In Hal Gall’s article “Aikido Principles and Philosophy” “Aikido signifies “The Way of Harmony with the spirit” and is rightfully recognized as a peaceful and non-aggressive form of martial arts.” Aikido is not an aggressive martial art, in fact the article “About the Art of Aikido” explains “Aikido is a 100% defensive martial art”. I like this.

The article “About the Art of Aikido” explains “the basic movements of Aikido are circular in nature. Most attacks are linear. An Aikido student harmonizes with, rather than confronts the linear attack and converts the energy of that linear attack into a circular energy that ultimately, renders the attacker or attackers helpless.” I have felt this circular energy flow in my Aikido classes and discussed how I felt in my “Kata Confusion” article. To feel this spiraling energy is amazing, and I can see how all the movements in Aikido are circles that interlink. It’s just trying to get my body, mind, and spirit connected which is problematic.

As you watch the video below can you see the circular actions of the teacher? Look really carefully, at hips, wrists, and shoulders. The teacher makes it look effortless, but it’s the spiraling action that gives his movements power.

A class member, Miss Bregg, showed me how to slow down YouTube videos so I can watch them with greater scrutiny; I really appreciate her help. Below is my short demonstration of how to slow down the video. Once you’ve learned this trick you may want to rewatch the first video to look for the spirals and circles.

The video of my new movements is below. You’ll see I’m lacking in spirals, but they will come with practice and confidence. What do you think? How am I doing?

According to the article “About the art of Aikido” “the uniqueness of Aikido makes it possible to experience deep levels of mental relaxation, emotional calmness, acute concentration and peak physical fitness in our daily lives.”

I am looking forward to this Aikido Adventure continuing.




Face to Face with Facebook

This week, Maple and I collaborated together to learn more about the pros and cons of using Facebook in the classroom. As you’ll see from this Google Document, we wrote on behalf of a teacher and a principal. The teacher is interested in being progressive, as she is a new teacher, and she wants to try to teach digital citizenship through using Facebook to connect with students and parents. She feels that her personal Facebook is professional, and she’d like to create a page to add students and parents to in order to keep everyone up to date.


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The principal seems reserved about the idea of social media in general and offers many compelling arguments against using Facebook as the new teacher’s primary way of contacting parents and students. The principal is mostly concerned with privacy and sharing, as she should be. As well, the principal is aware the community is involved with the school and feels that the newsletter and email system already in place is much more suited for the school’s culture.

They compromise using the school newsletter and email system, BUT they allow parents and students to connect with the teacher on Twitter. Twitter is where the teacher keeps her professional information. On Twitter she would like to give reminders and due dates to keep everyone up to date. This pleases both parties. The compromise eases the community into educational uses for technology and social media. Lastly, it’s also a great way to teach digital citizenship to the students.

Please read our dialogue on the Google Documents link or continue reading below.

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Teacher: Hi Ms.Chinook, I’m wondering if you have moment…?

Principal: Yes, Ms.Terrific, come into my office. What can I do for you?

Teacher: Well, as you know this is my first year teaching. How do you think I should communicate with my 5th Grade parents this year?

Principal: As you already know, you have a school email account where you can communicate with parents. If you want, you can send weekly updates of upcoming events via email  just to remind everyone of what you’re doing. For those families without internet access you can print hard copies. The school newsletter is published once a month, and I would like you to contribute to that, in this way parents have an overview of what the school is doing. Grandparents, and other family members love to see our monthly newsletters.

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Teacher: I would really like to contribute to the newsletter too, thank you so much! I know that some teachers at other schools have used platforms like Twitter, Facebook, and teacher-specific resources. However, I like the idea of using Facebook. This resource I found explains many ways and benefits to using Facebook in schools… What do you think?

Principal: I have many reservations about using Facebook and social media in the classroom.

My major concern about Facebook is the privacy issue. The Facebook scandal is a huge issue especially when you want to set up an account for our students. According to the article “Facebook privacy scandal explained” “Cambridge Analytica ….. Lifted the Facebook profiles of tens of millions of users without their permission”. This brings about “renewed questions about Facebook’s ability to protect the privacy of its users”. I know that Facebook has updated it’s privacy guidelines, but I don’t trust them with our students information. Nothing is private on the internet.

The “Facebook privacy scandal explained” article also suggests that “Facebook ….. Believes most of its 2.2 billion users have had their public profile information scraped by “malicious actors””. Those “malicious actors” are the bad guys; they are identity thieves and scam artists. I don’t want to put our students at risk.

Facebook also tries to target marketing to it’s users. The article “Facebook Marketing” states “the business is able to raise brand awareness deploy and track advertising, [and] collect detailed audience insights”, I don’t want to promote Facebook products, and I don’t want our student responses tracked. Student privacy needs to be protected.

We also have students whose parents don’t want their children’s photos online. When posting photos into Facebook you’ll have to take this into consideration. There’s also the inclusion, exclusion factor. If students see their friends on the class Facebook page and they aren’t; they may feel less important  and inferior to other members of your class. All students need to feel included and they belong.

The article “5 pro’s and con’s of social media in the classroom” explains that Facebook is a social media platform and students affiliate it with fun. If we bring it into the classroom they will be easily distracted. It will be difficult for students to stay on task as their Facebook friends are just a few clicks away. Plus, it’ll be difficult for you to notice if they are completing their assignments, or socializing. In the article “Facebook in classroom, bad idea?” John Bowman quotes Pychyl saying, “Facebook is like taking a person with a gambling problem to Vegas. It’s just too easy to get doing other things rather than the hard work of intellectual work”.

Facebook and social media has become as popular as it has because of its instant feedback and reward system of ‘likes’. The article “The Secret Social Media Lives of Teenagers” explains that “teens can quickly get caught up in the feedback loop, posting, and sharing images and videos that they believe will gain the largest reaction”. When students aim for the biggest reaction they are doing something outside social norms, which can have devastating ramifications for themselves, their families, and our community. “ Teens seeking external validation become intoxicated by sensationalist engagement sometimes sending compromising photos or comments”. We need to teach and protect our students.

The article “The Case Against Social Media In Education” explains that School Board’s don’t want to accept liability risks of students who misuse social media. It also states that “technical infrastructure is still lacking in most locations”, and our infrastructure in Saskatchewan is poor. For us to use social media in the classroom we, “need devices for all students and adequate reliable bandwidth to connect them”. Now, as you know, not all parents at our school are from an affluent socio-economic backgrounds. Asking students to use tablets or iPad’s to complete homework could cause financial hardships for some families. I understand these students can check their Facebook profiles at the library, but these students may face bullying because they don’t have internet access. Also, their parents won’t get the information you were originally wanting to share. On the website “Digital Citizenship” Mike Ribble suggests “Digital exclusion makes it difficult to grow as a society increasingly using these tools”. We need to make all our students and families feel included at our school.

On the website “Digital Citizenship” Ribble says “learners must be taught how to learn in a digital society, and I agree with him. I don’t think Facebook is the right platform for teaching digital citizenship though. Ms. Brown is starting an online blog with her Grade 8 class, which I think is much more appropriate. I think your Grade 5 class would also do well having their own online blog. I know you will do an excellent job teaching all areas of digital citizenship. Ribble says “digital citizenship is the norms of appropriate, responsible, technology use” and I know you are more than capable of this.

Teacher: I’ve also found this resource for sending emails to parents about alerts and reminders… I could always use something like SmartSend instead of Facebook but I really want to be more personal. I mean, maybe I could even be friends with the parents since my Facebook page is so professional? I really want to make a good impression on them.

Principal: To be professional you aren’t friends with the parents, you can’t be.  As soon as you friend someone in Facebook, they have access to all your private information, friends, family, and other aspects of your life. These aspects are yours and yours alone.

Teacher: Ok, that makes sense to me. I guess why I’d want to make a page on Facebook for the parents is because the students could practice doing positive digital citizenship… It’s a good way for both me and the parents to watch what they’re posting on the page and for us to see them using the platform appropriately. Also, to make a page you don’t have to be friends with the students or the parents on Facebook, so I think we could keep it professional.

However, I respect your opinion and I think I will use my Twitter to remind parents and students about events and assignments, but email to be more in-depth and to communicate more broadly. My Twitter is already public, and I use it to teach about digital citizenship. Since it is my professional network I wouldn’t have to change anything anyways, or become “friends” with students or parents. I could simply just share the link with them in an email, and if they choose to follow they will. I found this article on using Twitter in school and I think you and I can both agree that it brings up four reasons that it’s a better social platform to use than Facebook for connecting with students and parents:

1. Enhances student engagement in the classroom
2. Engages the community
3. Connects parents about the good news
4. Broaden our school’s reach

How would you feel about this compromise, Ms. Chinook?

Principal: I really like this idea, I think if you’re adamant about using a social platform in the classroom and to communicate with parents, Twitter is a much better option. I appreciate you using the school email system and newsletter to talk with parents as they respond well to these methods. Let me know if there’s anything else you need from me, maybe I’ll even get a Twitter page!

Aikido Community

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Switching to the Aikido Jo has been difficult this week. There are many videos on the internet of Aikido demonstrations, but the Jo/weapons techniques are more specialized. Once I found Jo lessons, many were demonstrations and not what I was looking for. For someone who is as uncoordinated as I am, following along is painfully difficult. I did manage to find a series of videos that had a Kata broken down into small pieces, which was great. The only problem is that it’s annoying having to replay the video every minute or so. Below are the two videos I’ve been working on.

I went to my second Aikido class this weekend, and thoroughly enjoyed it. The class buoyed up my spirits, as some of the techniques used in class were the same as the video. Of course, class had more strikes and blocks to confuse me, but it was good to have teacher and student input. I also enjoyed the partner work, as it’s best to practice with an opponent. Below is a video of my first Aikido strike and block.

In my search on the internet, I found an excellent website discussing the importance of weapons in Aikido. On the “Weapons in Aikido” page. the website emphasizes that weapons improve stances, timing, judging distances and puts both opponents on an equal footing. It also discuses the different types of weapons used in this martial art. According to Phong Thong Dang  and Lynn Seiser  in their book “Aikido Weapons Techniques” they explain that weapons promote greater understanding of Aikido practice, “wooden weapons can enrich all aspects of your practice, helping you to understand both basic and advanced Aikido technical tactics as well as conceptual strategies and skills”.

This week I’ve looked for Aikido online communities and found an online Aikido Journal  they publish weekly articles, and archives are organized monthly and go back as far as 2002. This is an excellent resource to find other like-minded people.

I also found other like-minded people on the Aiki Message Board: The Source for Aikido Information it is somewhat overwhelming. I’ve never visited a message board before, and it looks like a ton of information has been squished into a small space. The board says it’s home to over 22,000 Aikido practitioners from around the world and registration is free. This looks like it’s the main message board for Aikido. I also found Gamefaqs which is also a message board but, I don’t like the tone of the people who have posted here and wouldn’t recommend it.

When I looked for Aikido online communities, I found websites that promoted the Aikido philosophy and also themselves. I assumed an online community was a place we could gather, talk, and learn new ideas. In the article “What Is An Online Community?”  it suggests I do understand what an online community is, but I couldn’t find one.

Then in Twitter I found something exciting. I’d previously tweeted #bowstaff, and had no results, and #martialarts which brought up all martial arts and none in my niche area. However, I did have someone comment on my last weeks posting, from the martial arts community, which was thrilling. When I tweeted #Aikido I found the IAF Aikido (International Aikido Federation). They have posted photos of students from all around the world which is where I found #AikidoWomen. #AikidoWomen celebrates women learning Aikido. How exciting! At last it looks like I’ve found myself an online community.

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What Goes On the Internet Stays On the Internet

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What goes on the internet stays on the internet.

The permeance of words and pictures on the internet is a concept students have difficulty comprehending.

Once, bad words, and bad photos are on the internet they stay there forever; unfortunately, the words and photos exist for cyber sleuths to find and future dreams will be smashed.

Students need to know the consequences of there actions.

Our society has changed since the internet and the introduction of social media. Social media has given us power and a voice which we’ve never had before, it can be used for good or evil. According to Jon Ronson in his TedTalk video “One Tweet Can Ruin Your Life” “The great thing about social media is how it gave a voice to the voiceless people”, but it also has the power to “dehumanize and destroy people without feeling guilty about it”. One misconstrued comment on the internet can have a backlash of astronomical proportions. Peoples lives can be devastated mentally and spiritually. Without dignity, who are we? Without compassion who are we?

Compassion wasn’t shown to Monica Lewinsky when her relationship with the then President, Bill Clinton, became public. She lived through pain, loss of reputation and loss of dignity; she knows first hand about humiliation. In her TedTalk “The Price of Shame” Lewinsky says “humiliation is a more intense emotion than happiness and anger”. With social media at everyone’s fingertips, negative words have the power to hurt deeply. Lewinsky says “millions of people can stab you with their words. That’s a lot of pain”. Lewinsky does have a positive message and she emphasizes we need to give compassion and have empathy as, “we have an empathy crisis”. Here is her empowering video.

Most teens think they are invincible, they aren’t concerned with the dangers of the internet. They willingly share personal information and post messages without thought or consideration of potential ramifications. In the article “10 Things Your Students Should Know About Their Digital Footprints” it explains students mistakes are now easily Googleable. Students are held accountable for what they put on the internet and fall prey to shaming and guilt. The digital footprint we leave on the internet will always remain. As Lauren Sauser says in her article “Developing Positive Digital Identities Through Education” “The internet NEVER forgets”. Infinity is a concept that’s difficult for adults to grasp let alone teenagers. Once information is on the internet it’s in the public domain, and traceable.

The article “10 Things Your Students Should Know About Their Digital Footprints”, emphasizes employers make decisions on what they find on the internet, and past indiscretions have repercussions. There is nothing completely private on the internet, even if you’ve got the strictest security; hackers love a challenge, and mistakes are made. Instagram still maintains and keeps records of all posts, they don’t disappear into thin air, contrary to popular belief.

We as teachers need to step in, guide, model, and explain the full dangers of the internet. We need to help students take charge of their digital identities, and ensure they have a positive digital footprint. Each student is responsible for their own digital reputation and as the article states, “build [their] own positive image and brand [themselves] in a great way”.

The article “How to teach students to build a positive online identity” by Tammi Sisk and Richard Stegman, explains the importance of students building their own digital portfolios. The portfolios showcase students learning, and “highlights strengths and personality”. Taking control of your digital footprint is essential. With every post whether it be in a blog or on Instagram, students should consider the following points from this article: “What information am I sharing? How secure is it? Who am I sharing it with? What am I leaving behind? What are my rights?” Students shouldn’t be afraid to express themselves on the internet just “represent themselves authentically, but also …. safely”. We as teachers need to guide our students on the digital pathway, and ensure positive impressions are left behind.

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If a transgression is made, the best way to off set the negative feedback is to post a vast amount of positive material. We can try to bury it under a mountain of good articles, tweets, blogs, and posts. We also need to teach our students compassion, empathy, and caring. Therefore, if a negative post is made public, students have the strength of character to stand up for their friends show compassion and empathy, reducing the pain and shame of the mistake. As Monica Lewinsky says “shame cannot survive empathy”.