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Footprints in the Digital Age

Educational Leadership Volume 66, Number 3, ISSN 0013-1784


Being literate in the 21st century means being able to function in and leverage the potential of collaborative, transparent online groups and networks. Before educators can help their students make the most of this powerful potential, they need to understand that the willingness to share one's work–and to some extent one's personal life–fosters these connections. Although many students are used to sharing content online, they need to learn how to share within the context of network building. In addition, they need to understand that publishing has a nobler goal than just readership–and that's engagement. Educators must help students learn how to identify their passions; build connections to others who share those passions; and communicate, collaborate, and work collectively with online networks.


Richardson, W. (2008). Footprints in the Digital Age. Educational Leadership, 66(3), 16-19. Retrieved January 17, 2019 from .

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  2. Weaving Contexts of Participation Online: The Digital Tapestry of Secondary English Teachers

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  3. Digital Footprints: Students and Teachers Creating and Managing Networked Literacy Identities

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    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 203–205

  4. Text Messaging and Implications for its use in Education

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  5. Through Firewalls and Beyond: A Focus on What Pre-service Teachers Learned in an Online Book Club

    Jennifer C. Wilson, Texas A&M- San Antonio, United States

    Journal of Technology and Teacher Education Vol. 18, No. 4 (October 2010) pp. 671–691

  6. Viva VoiceThread: Integrating a Web 2.0 Tool in the Additional Language Classroom

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    Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 3247–3250

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