Everyone needs to be aware of the kind of information that is left behind when one uses technology—whether it’s a smartphone or laptop—and the Internet. This volume enables readers to enhance their academic reputations online. They learn what constitutes an academic digital footprint and how various employers and institutions use the Web to research people they might want to hire, admit to college, or offer an internship to. Readers examine how to evaluate their digital footprints, strengthen them, and protect their privacy. They learn approaches for promoting their academic achievements, interests, and volunteer experiences. Starting an educational blog, participating in online writing contests, compiling an ePortfolio, and writing about charitable community causes are just some of the activities teens can use to build a positive online presence.

This book raises readers awareness of the array of information they can leave behind when using technology and the Web, discussing how to protect their physical and psychological health; identities and property; and social and professional reputations well into the future.

It is a great pleasure to share with you the Springer CCIS 111 proceedings of the Third World Summit on the Knowledge Society––WSKS 2010––that was organized by the International Scientific Council for the Knowledge Society, and supported by the Open Research Society, NGO, (http://www.open-knowledge-society.org) and the Int- national Journal of the Knowledge Society Research, (http://www.igi-global.com/ijksr), and took place in Aquis Corfu Holiday Palace Hotel, on Corfu island, Greece, September 22–24, 2010. The Third World Summit on the Knowledge Society (WSKS 2010) was an inter- tional scientific event devoted to promoting the dialogue on the main aspects of the knowledge society towards a better world for all. The multidimensional economic and social crisis of the last couple years brings to the fore the need to discuss in depth new policies and strategies for a human-centric developmental process in the global c- text. This annual summit brings together key stakeholders of knowledge society dev- opment worldwide, from academia, industry, government, policy makers, and active citizens to look at the impact and prospects of it information technology, and the knowledge-based era it is creating, on key facets of living, working, learning, innovating, and collaborating in today’s hyper-complex world.

Using the AASL Standards Framework for Learners, the Create and Share: Thinking Digitally series provides younger readers with the necessary tools to successfully and safely navigate the digital world. In Building a Digital Footprint, readers learn how to develop and maintain a positive online presence. Activities throughout the book prompt students to think more deeply, be creative, share information and resources, and grow their knowledge. Book includes a table of contents, glossary, index, author biography, sidebars, and educational matter.

This booklet includes the full text of the ISTE Standards for Students, along with the Essential Conditions, profiles and scenarios.

This book tackles the wider picture, addressing the social, cultural, economic, political and commercial aspects of schools and schooling in the digital age, offering to make sense of what happens, and what does not happen, when the digital and the educational come together in the guise of schools technology.

Get a play-by-play guide to implementing PLC concepts. Each chapter begins with a story focused on a particular challenge. A follow-up analysis of the story identifies the good decisions or common mistakes made in relation to that particular scenario. The authors examine the research behind best practice and wrap up each chapter with recommendations and tools you can use in your school.

If you are not managing your digital footprint it is being managed for you. ..".the connections that enable us to learn more are more important than our current state of knowing." George Siemens on Connectivism Don't be afraid to promote yourself. The better connected you are, the more capable you are to support others. The corollary is that you are also connected to them and, thus, better able to access information that you and others in your circles need in a timely manner. We will examine tools and strategies for increasing your web traffic and online presence. Become a better informed node in the expanding networks of your students. Learn, create, and share. If you aren't imparting these fundamental skills and understandings to your students, who is?!

As higher education institutions adapt to an increasingly digital world, it is imperative that they adopt technological techniques that allow them to establish a digital presence. Academic e-branding involves managing a university’s brand and image to promote and build the reputation of the institution, especially in regards to its student and faculty research and achievements. Without a solid digital presence, higher education institutions may struggle to remain competitive. Improving University Reputation Through Academic Digital Branding is a critical scholarly publication that explores digital branding and its role in establishing the reputation of academic institutions and programs. Featuring a range of topics including digital visibility, social media, and inclusive education, this book is ideal for higher education boards, brand managers, university and college marketers, researchers, academicians, practitioners, administrators, and students.

The educational landscape for primary teachers and learners is increasingly digital and technology rich, making it a challenge for professionals to decide which digital technologies to use, how and when, to bring about the maximum benefit for learning and teaching. This book navigates this complex and evolving arena, providing a structure for teachers to reflect on their own digital literacy, helping them make informed decisions, providing practical ideas on how to develop children’s digital literacy capabilities and offering a range of professional development activities. The text makes clear links to the new primary curriculum, including the computing programmes of study. It is pedagogy led and illustrated with a range of subject examples. Chapters examine the implications of digital literacy for teaching and learning, creating content, collaboration and communication, digital citizenship, e-safety and digital safeguarding. Critical questions and reflections throughout stimulate readers to engage fully with the text and their professional development.