Digital Footprints

Dictionary.com (n.d.) gives two possible definitions for digital footprint. These definitions are:

1. “one’s unique set of digital activities, actions, and communications that leave a data trace on the internet or on a computer or other digital device and can identify the particular user or device”
2. “one’s overall impact, impression, or effect as manifested on the internet; online presence or visibility, as of a person or company”

I find it’s usually easier to use one formal definition when talking about an idea/concept, but in this case I think both should be mentioned because they’re distinct but equally important. The first definition describes a digital footprint in the sense of a set of the cumulative things you have done online, while the second definition describes the effect or impact of those things that you have done. If you put those two ideas together you come out with a combo definition, something like:

“Your digital footprint consists of your actions online and how those actions represent you as a person”

Now that we have the definition out of the way, let’s get down to the brass tacks. Why should we care about our digital footprints? What’s the point? Well first off, as a regular member of society, a digital footprint can go a long way in terms of how you are viewed by others (not to mention how you view yourself). How many times have you heard about someone, then googled them after to find out more about them? Now imagine what someone would find if they googled you, or looked you up on various social medias. Would you be scared of what they might find, of what they would think about you? These are the types of questions we should always be asking ourselves, especially as professional educators. This is not meant to make us live in fear, but instead to realise that we have a professional duty as educators to set good examples, as well as a moral duty to society to try to make things better around us.

So far we’ve focused mostly on negative aspects of a digital footprint, so let’s shift to the positive. Hewson (2013), in discussing the formation of digital footprints for new educators, had this to say:

“By encouraging and supporting beginning teachers in developing their own [Professional Learning Networks] PLNs, schools and districts can help them forge their positive digital footprint as an educator, provide extensive collaborative support, and establish a rich source of ideas and professional development during their first years in the classroom.”

In this way, your digital footprint is in step with your professional goals. Becoming a part of a PLN can provide support in multiple ways, and is especially useful for new educators who have yet to form key bonds in a local school community. One great example is BCEdChat, which allows educators across British Columbia (and more) to talk about important happenings in BC education, but also helps to connect educators in ways that allow for more collaboration and support than ever before.

Students are well aware of certain aspects of the digital footprint before we as educators ever introduce the topic. In a conversation between Julie Coiro and Sara Kajder (2011), Coiro mentions, while talking about the digital footprint of students:

“…the idea that students can say something and do something that will make a difference – that will really matter to someone – becomes an important springboard for learning. “

and this is absolutely true! The double-edged sword of social media is that it gives anyone the ability to post content for the world to see at anytime with little to no filter. I could spend hours discussing what can go wrong, and you’ll find thousands of articles about internet safety etc. if you go looking for them, but what we can tap into here is a more positive employment of digital presence. Teaching a music class? Integrate making music videos or audio recordings that can be posted online (by choice, with the understanding of risks). What about science or literature? A recording of a cool lab experiment or a still image of a poem might be things that a student would want to post to their social medias so they can show off their talents – and their learning – to their friends, family, and more.

Personally, I try to be conscious of my digital footprint. I keep most of my social medias relatively lowkey, and keep separate accounts for personal and professional use for things like Twitter. Does this mean I’m afraid of people “finding” my personal accounts? No, and they’re easily searchable if you just look up my name. More than anything, I believe my social media to be a relatively reasonable reflection of my thoughts and opinions, and therefore myself. My digital footprint is essentially a continuing set of mostly minor judgment calls, and as long as you keep in mind who can see your footprint, and why they might want to see it, those judgment calls become pretty simple.

References:

Coiro, J., & Kajder, S. (2011). Conversation Currents: Digital Footprints. Language Arts, 89(2), 148-153. Retrieved January 28, 2021, from http://www.jstor.org/stable/41804328

Dictionary.com (n.d.). Digital Footprint. In Dictionary.com dictionary. Retrieved January 27, 2021, from https://www.dictionary.com/browse/digital-footprint

Hewson, K. (2013). What size is your digital footprint? The Phi Delta Kappan, 94(7), 14-17. Retrieved January 28, 2021, from http://www.jstor.org/stable/23611689