Digital Identity

Edmodo

 

This was the first year that I had an account, which I made just for this class. I use it to check my grades, see new assignments, check out example homework, and turn in work. It’s very slick and easy to use for a class.

 

Facebook

 

I made an account about 3 years ago, and I don’t use it all that often. I update my status or share links maybe once every 3 weeks, and since I don’t have a smartphone, I find that adding photos really isn’t very feasible. I usually just check my feed every day or so, and click any cool-looking links and sometimes respond to my friends’ posts. I use it for group messages and organizing events too.

 

LinkedIn

 

This year was also the first year that I used this site, and after my initial creation of my page, I haven’t done jack with it. I really did do a great job pimping out my profile, but as I don’t have very much need for it, I just log in every month or so. If someone requests a connection, I accept, but that’s it. Right now I only am connected to you and my mom.

 

YouTube

 

Sort of a social network site, I only use Youtube passively. I have never uploaded any videos, but just use my account to like and comment videos, as well as subscribe to my favorite channels.

 

Google

 

Also not technically a social networking site, I feel like the google network is important enough to deserve mention. I’ve used google docs, gmail, and drive with many other people, usually for school work and collaborative projects. It is a great way to keep all of my important work online so I can access it from any computer, which I frequently have to.

When I google myself, there isn’t that much. Most of the first results page is about some English retired naval officer. My linkedIn profile, along with all my doppelgangers, show up on the first page however. If you get more specific in your searches, and add on “Alaska,” or “Anchorage,” to your query various news articles about the Girdwood school Battle of the Books team, my results in the Alyeska Ski Club, and results for cross country running show up. They all are very innocent and don’t really show anything that personal or embarrassing about me, though you can find some pictures of me. At first glance I wouldn’t think an internet search would either hurt or help my odds at getting a job or impressing a college admissions officer. I learned that I am so far moderately conservative in the ways that I communicate. I tend to stay personal and don’t give that much away.

V – Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical

behavior. Students:

a. advocate and practice safe, legal, and responsible use of information and technology

b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity

c. demonstrate personal responsibility for lifelong learning

d. exhibit leadership for digital citizenship

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Argument Unit

Kiefer’s, Molly’s, and my challenge was to find a problem at South Anchorage High School, and come up with a technological solution. We found a hole in the textbook resources for students, and determined that a new set of electronic textbooks and e-books. After carefully outlining the details, benefits, and costs of the plans, we submit it to the public for consideration.

 

Nick, Kiefer, and Molly’s Grant Proposal

 

ISTE Technology Standards
III – Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks
d. process data and report results IV – Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation
b. plan and manage activities to develop a solution or complete a project
c. collect and analyze data to identify solutions and/or make informed decisions
d. use multiple processes and diverse perspectives to explore alternative solutions V – Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical
behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
c. demonstrate personal responsibility for lifelong learning
d. exhibit leadership for digital citizenship

VI – Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems
b. select and use applications effectively and productively
c. troubleshoot systems and applications
d. transfer current knowledge to learning of new technologies

 

I am satisfied with the result. In particular, I really liked the topic and believe it to be incredibly important. One problem was actual research. It’s hard to find exact details on how this works unless you have a direct contact in the industry or have a commercial purpose. While there are plenty of news articles that go over the basics, they all say pretty much the same and they are insufficient to write a whole grant off of. In regards to this though, I’m proud of the dedication we took, directly emailing the electronic experts at major publishing companies to figure this stuff out. This traditional and in depth investigation is often really important, although difficult to perform correctly, and I’m proud to have gone the extra mile.

 

Definition Unit

We were given the task of writing resumes and generally improving our employability. Specifically, we were required to create a LinkedIn profile, in order to create a professional image on a business networking site. Then we wrote up a traditional resume in a word processing program. Finally, we rounded out our our composition process by making a more creative, visual resume in photoshop and pages using various technological resources.

Traditional Resume

I know how to do alt text.

Modeled after a template found in Pages

Creative Resume

Here's some more!

Created using Pages, Gimp, and Numbers. Notice the professional consistent color scheme

And here’s my LinkedInProfile!

This Definition Unit meets the following International Society for Technology in Education Standards:

ISTE Standard I – Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes
using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes
b. create original works as a means of personal or group expression
c. use models and simulations to explore complex systems and issues
d. identify trends and forecast possibilities

ISTE Standard IV – Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation
b. plan and manage activities to develop a solution or complete a project
c. collect and analyze data to identify solutions and/or make informed decisions
d. use multiple processes and diverse perspectives to explore alternative solutions

I think the most significant thing I learned from this process was how hard it really is to impress potential employers. It’s very hard to make a resume that I think is up to my standards. Looking at what I have, I wouldn’t  hire me! I know that I would make a great employee, but my resume doesn’t communicate that well at all. That is something I need to work on separately out of this class though, because I am quite satisfied with my presentation of the merits that I DO possess. If I went back, I would probably try to add more content to my creative resume and add on some concrete facts and details to back up what I said. I’m especially proud of the fancy looking QR code that I made for that piece, however.

Digital Literacy

For this assignment, I created a visual autobiography. The point of the assignment was to be able to communicate the ideas as simply and effectually as possible. Images and data visualization were key. Along with this, we had to use visual design to make the product look attractive as well as informative, using the CRAP standards: contrast, repetition, alignment, and proximity.

 

Visual Autobiography

Visual Autobiography

 

The other assignment was a computer lab poster. It had to also communicate a helpful message, as simply as possible as well. We (Kiefer Davis, Molly Lukes, and I) chose to address the issue of kids leaving their workstation messy. We had to make it easy enough to understand that kids wouldn’t give up halfway through reading it and would be convinced to listen to our advice. This also required the CRAP standards.

Computer Lab Poster

Computer Lab Poster

Technology Standards:
I – Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes
using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes
b. create original works as a means of personal or group expression
c. use models and simulations to explore complex systems and issues
d. identify trends and forecast possibilities

II – Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance,
to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments
and media
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats
c. develop cultural understanding and global awareness by engaging with learners of other cultures
d. contribute to project teams to produce original works or solve problems

 

All-in-all I am satisfied with how things turned out. Our content was excellent and communicated everything I wanted. I learned a bunch as to how to use these various composition programs. They all looked above-average, but could be better. I want to be able to make it look perfect. Especially with the computer poster; what could we have changed to make it look better? Did the colors need to match better? should there have been a better border or better contrast between the two different pictures that we added together? What about the title font?