"[T]he upstart search engine Cuil has announced that it won’t keep any personally identifiable information at all, a privacy feature that distinguishes it from Google" (Rosen, 2010, Expiration Dates, ¶2).
Rosen, Jeffrey. (2010). The Web Means the End of Forgetting. The New York Times, July 21, 2010. Retrieved August 27, 2010, from http://www.nytimes.com/2010/07/25/magazine/25privacy-t2.html?pagewanted=all
The fact that the Internet never seems to forget is threatening, at an almost existential level, our ability to control our identities
All around the world, political leaders, scholars and citizens are searching for responses to the challenge of preserving control of our identities in a digital world that never forgets.
two recent studies challenge the conventional wisdom that young people have no qualms about having their entire lives shared and preserved online forever.
The truth is we can’t possibly control what others say or know or think about us in a world of Facebook and Google, nor can we realistically demand that others give us the deference and respect to which we think we’re entitled. On the Internet, it turns out, we’re not entitled to demand any particular respect at all, and if others don’t have the empathy necessary to forgive our missteps, or the attention spans necessary to judge us in context, there’s nothing we can do about it.
Our character, ultimately, can’t be judged by strangers on the basis of our Facebook or Google profiles; it can be judged by only those who know us and have time to evaluate our strengths and weaknesses, face to face and in context, with insight and understanding.
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Etienne Wenger (2007) asked Cristina Costa when she knew she was in a community of practice and she said, when she noticed her practice had changed. And this is the correct answer. When your practice changes, you know you have truly learned. The next step as a teacher is to model what you did for your students so that some will follow in your footsteps.
So how can you do it? Your change in practice probably won't be from this one encounter, unless I can convince you or nudge you, if you were heading that way already, into taking the next step in your journey. The goal is to move from being just a consumer of networked content, which you in essence hoard, to a creator of content, which you share with the network that shares with you.
language teachers need to look beyond what it appears on the surface is happening between them and the learner and consider the bigger picture, such as ways in which technology fosters connections with communities and networks that humanize rather than isolate to strengthen individuals as an integral part of modern society and how that society acculturates, or learns together.
I encourage colleagues to think SMALL because in my view the computer is no longer the salient aspect of technology. The salient aspect is the use to which technology is put, and the salient use is to re-wire and expand how we are able to learn by enabling us to nurture and participate in always-on PLNs, or Personal Learning Networks.
In order for teachers to grasp the fundamentals of applying technology to transformative learning outcomes, practice with peers is necessary, where teachers themselves become mentors for one another while sharing with one another their discoveries and experiences with their own learning.
Teachers who drive their own professional development through participation in PLNs constantly express and assess each other's needs, and promote professional development on an as-needed basis, from where it is only a short leap to applying it to students.