Digital Footprint: How aware are your students?

Yesterday I participated in watching the first round of videos and presentations for the projects of the fifth (and final!) Coetail (Certificate of Educational Technology and Information Literacy) course. Several of the participants in the American Embassy School Cohort worked on a massive Digital Citizenship project in the Middle School.

The school Curriculum Coordinator, Stacy Stevens, included a presentation on this project from her perspective.  She interviewed several Middle and High School students at AES asking the question “What is a Digital Footprint?”.  The Middle School has spent countless hours educating their students about how to manage digital citizenship and footprints. I was shocked that almost NONE of the students interviewed knew what a digital footprint was!

OllieBray CC-BY-NC-SA

OllieBray CC-BY-NC-SA

Were the lessons effective?  Do the students truly understand what a digital footprint is? Did we do our jobs of educating our students to help protect them and prepare them for an online life? What could have been done differently?

I suppose this is why so many of my cohorts worked on a Digital Citizenship project.  With students being so connected to the digital world, it is important they have control and understanding of their footprint, understand how to manage it and make wise decisions.

If this progressive, digitally savvy school’s students are having difficulty with their digital footprint, how are students at other schools handling and managing?  What is our role as newly graduated Coetailers (after tomorrow!) in helping to educate students about Digital Citizenship? If we end up in a school that isn’t as progressive and active at educating it’s students about their footprint, what responsibility do we have in developing digital education of the administration, faculty and students?

I am hoping that in whatever role I end up in, I can help lead schools develop digitally literate, aware, critical, and proficient students and staff.

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Action Research: Video Analysis in High School

This past year has seen a lot of work done by me and my partners, Luke LaBaw and Bebe Ullrich, two amazing PE teachers at the American Embassy School in New Delhi, India.

We began wondering how effective video analysis would be on skill improvement.  Over several months, we designed and planned our research.  This past January, we implemented the design on six high school badminton classes.  We then analyzed the results.

We were astounded at how well video analysis worked at helping students learn and improve badminton skills.

Have a read of our research paper.

Bebe Ullrich helping a student use video analysis.  Photo by Liz Halina CC-BY-ND-NC

Bebe Ullrich helping a student use video analysis. Photo by Liz Halina CC-BY-ND-NC

 

Please contact me if you are interested in repeating the experiment or using video analysis in your classroom.

New Coetail Blog Post

The end has come for the five Coetail courses I took at the American Embassy School in New Delhi, India.  A huge thanks goes to Bebe Ullrich and Luke LaBaw for sharing this journey of growth with me for our final project, which also served as our Master’s research project.  Another huge thank you goes to Dana Watts and Gary Coyle, the instructors for the Coetail program at AES.

Enjoy the final post for this two year journey!