The Importance of Developing a Positive Digital Footprint

   Technology and our access to it affects us and almost every aspect of our lives. I remember a time when I had midnight curfew, and my mom worked nights. My brother and I had to race home to our rotary phone that was attached to the wall and call my mother at her work before midnight, or we would

be grounded for a month! Today, both of my daughters have cell phones, and I get frustrated with them if they don't answer their phones when I call them. If I leave the house without my cell phone, I will turn around and go back to get it, even if it means I will be pushing it to be on time to work. Back in the day, I would have to go from store to store in search of the things I wanted or needed. Now, I can not only search the internet from virtually anywhere to find the best deals on those things, but also have them delivered to my doorstep. Our society has become so dependent on technology that it is very difficult to function without it.

The advances in technology have allowed schools to go one-to-one, so students can take their Chromebooks or iPads home to do homework and complete digital projects outside of school hours,
which allows them to dig deeper into topics and be more creative in their presentations. Students essentially have access to social media 24 hours a day. The problem with this, however, is that students

cannot escape the cyberbullies. I was bullied as a kid--like a lot of people, but I knew that once I got home, the bullies couldn't get to me. Today, cyberbullies can text, tweet, and post hurtful comments, and the victims cannot escape it, unless they turn their phones and computers off. Fights are oftentimes started through social media and finished in real life at school.

           Many students do not take into account that all of their time online, positive or negative, leaves a footprint. They do not realize that anything they post is out there forever, and anyone can find it, no matter how old the posts might be. Last summer, a prospective employer told me that he looked me up on Facebook and found that we had some mutual friends, which gave us an opportunity to connect. This made me really stop and think about the the

types of things I post online. Because digital footprints and tattoos can have a profound effect on a young person's future, digital citizenship must be taught from an early age. Furthermore, students need to be aware of the unintentional footprints they leave as they browse from one site to another. This unintentional foot traffic is what cultivates the types of ads that people see as they move through the digital world. Even Netflix gathers information on your viewing habits, so they can add recommendations based on your viewing habits.

           As my students create their e-portfolios and make adjustments, I try my best NOT to micromanage their content. Because most are beginners at creating their eportfolio, I do give them lots of suggestions of things they can include. Most of the portfolios assignments have a minimum requirement so they know what they have to include, but then I leave the rest up to them. I also think is important for teachers to model good portfolio development. When I introduce something new, I open up my own e-portfolio so they can see what I have included. My students like it, because I am not asking them to do something I am not already doing. Furthermore, students can see first-hand a real-world application of the e-portfolio by looking at mine. I want them to know that creating an eportfolio is not just busy work. I also want them to know that creating an eportfolio is one way they can deliberately cultivate their digital footprint.

Decoding Digital Citizenship

        The word citizenship carries several definitions; therefore, one must decide which definition to use when answering this question. When thinking about citizenship within the context of this course, digital citizenship is essentially the same as citizenship. Because most young people are connected digitally in some form or fashion, the digital world and the real world often intersect with one another." It is difficult to find where one ends and the other begins (Ribble, 2015)." 

      I define digital citizenship as the ability to function safely and responsibly in a digital environment. It is up to us as educators to teach our students what that looks like, and we must model good digital behavior for our students. Exhibiting poor digital behavior often carries over into the real world, damaging others' self-esteem and physical health. Therefore, it is imperative that educators teach students how to be kind, positive, and responsible citizens both online and off. 

        Of the nine elements of digital citizenship, the one that is most important for my students is digital access. My school is 80% socio-economically disadvantaged, and I knew that many of my students had trouble with having internet access. However, I did not realize the extent of this inequality until last year. The  COVID-19 Pandemic brought to light the very real disparity of technology access among our students, and I worried about not only their inability to complete homework assignments and attend virtual classes, but also their ability to access their basic needs. Our district did its best to provide Park-and-Learn areas in campus parking lots by boosting the wi-fi signals and issuing hundreds of hot spots for students to have at-home internet access. Furthermore, they worked to provide meals for our students who would otherwise go hungry. 

         The second most important element is digital communication. Many of our students do not have a concept of what is appropriate communication, and what is not. We have students getting into serious trouble over cyberbullying, sexting, or sharing inappropriate pictures of themselves on social media. Furthermore, these types of communique often compromise their safety and security which can have unpredictable and unpleasant consequences.

         Additionally, students need to be taught how to communicate appropriately with others through email. Some just do not understand that they should not use the same language to address their teachers as they would their friends. I am constantly modeling appropriate ways to ask teachers for help and inquire about grades and assignments. I even set aside time during my class on certain days to help my students compose emails to their teachers so they sound more professional and respectful.

Ribble, M. (2015). Digital citizenship in schools: Nine elements all students should know. Eugene, OR: International Society for Technology in Education.