Monthly Archive: November 2011

Nov 20

Think and Tread With Purpose Online-Building My Digital Sentence


“A man is but the product of his thoughts. What he thinks, he becomes.” ~Mahatma Gandhi

What about what a man posts online?  What would Gandhi say about this?  What a man posts, he becomes?

So what does my digital footprint say about me, Daryl Imanishi?  What are the thoughts that are contained in my current online profile and what are the thoughts and images that I want to make sure are out there on the Internet?

When investigating my own digital footprint, the search results connected me to a few photos from the past put up by my friend and my college.  Depending on the way I configured my name for the search, different search results occurred, but links to my Twitter account (old and new account), LinkedIn account, blog postings, website, and a couple connections to Carl Knudsen’s blog posts emerged.  (Thank you, Carl for posting my full name on your posts to help bulk up my search results.)

Doing a little alternative searching, by putting in the Networked Educator in the search window, finally I was able to find some other pictures of me in a more professional setting.  Thank you, Kim Cofino for posting this photo on Flickr.  This was a good professional image that I would like to have appear higher up in search results.

Since I had already completed numerous searches via Google, Diigo, Twitter, etc. using my name,  I thought I might experiment with the Google image search function and see what results I might receive.  I predicted that if I used the photo to the left in the search window, I should be able to “hit” the original photo found on Flickr.  My prediction was wrong, however, as the results from the search are shown below with a screen capture.


As you can see, the images are of similar background, and similar composition with multiple people gathered together.

So what is the key to unlocking the potential of a digital footprint?

One important point is to reduce the fear around posting on the Internet.  While I once thought that my digital footprint should be more like the footprint or lack of footprint left behind when trying to walk on a sheet of rice paper rolled out onto the floor, now I think that being purposeful with my footprints and the directions that they lead are a necessary part of my development as an educator, learner, and leader.   Learning the fundamentals of digital citizenry and empowering students, staff, and the community so that we have a solid understanding of our rights and responsibilities is crucial so that we can feel comfortable regarding what and what not to post.

As always, Commoncraft does a fantastic job of simply stating what needs to be considered when looking at one’s online presence.  I have included both the Japanese and English version.


Protecting Reputations Online in Plain English

When posting online, the pictures or videos that you upload, comments that you post, etc. can either be a positive or a negative influence on your digital footprint.


When posting online it is always wise to…





Here are a few other resources that could help students and adults think through how to go about forming a positive online presence by CommonSenseMedia and the International Reading Association sponsored website, ReadWriteThink.

Facebook, YouTube, Texting: Rules of the Road for Kids

For Adults…

I found an informative presentation put together by Steve Johnson on the Educator’s PLN-The personal learning network for educators webpage.  This resource pertains to educators and how their digital footprint can become one of the first impressions a future employer may receive from a potential applicant.  We spoke of this at our COETAIL @YIS Course 2 first discussion.  This presentation also gives some interesting facts about how an employer can use a digital first impression (both positively and negatively).

 Digital Footprints-Your New First Impression

Considering all of the different aspects and potential impact when posting online, it is best to think of the overall message that you would like to convey.  Will my contributions add or take away value from my online presence?  Daniel Pink does a fabulous job of asking two key questions that can help guide us as we look towards our future online interactions.


Two questions that can change your life by Daniel Pink

What is my sentence? 

What is it that I want my current/future employer, my students, my family, and my kids to remember me by?  Will my future comment, photo, video, etc. build on or take away from my sentence?


Was I better today than I was yesterday?

Is my digital footprint better today than it was yesterday, or a week ago?  These are the questions that I will continue to ask myself as I strive to build, mold, and shape my online presence and to leave digital footprints headed in a positive direction.


CommonSenseMedia, Facebook, YouTube, Texting: Rules of the Road for Kids Accessed November 20, 2011,

Johnson, Steve, Digital Footprints-Your New First Impression, online video, accessed November 20, 2011, <>

Pink, Daniel, Two questions that can change your life, online video, accessed November 20, 2011,

Image Credits:

“Digital People”, Indore, Jim, accessed November 20, 2011,

“Working on Laptops”, The Networked Educator by Kim Cofino

Keys and College”, By Daryl Imanishi on Flickr, Creative Commons Licensed

No Fear -

Pecha Kucha: Positive Negative Patterns by Bluekdesigns on Flickr, Creative Commons Licensed

“Think Before you Post Online”, Granville Elementary School, accessed November 20, 2011,

“Think Before You Click”,  Mrs. Wheelan

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Nov 05

Remember the Past. Take Advantage of the Future.

In the 2011 K-12 Horizon Report, Cloud computing is described and a few resources are shared.  Here is one video in English and in Japanese to describe this “new” technology.






 Cloud Computing in Plain English

With the new technology of Cloud computing available, the possibilities for students and teachers in and outside classroom has become much more open-ended and accessible.

Going back to the standard of Google documents, I was recently working with upper elementary students to work on a Google presentation project.  Instead of being tied to one computer or only working on the project in the classroom, students could fairly easily access their work from home.  It was now as easy as logging into an e-mail account and then accessing Google documents.  Storage and the software are housed on the Internet.  This is a big advancement from some of the alternative methods that I have been accustomed to for sharing files.

1)   E-mailing the document/file

2)   Using a thumb drive, external hard drive

3)   Using a floppy diskette,

Cloud computing has eliminated the storage problem and opened up possibilities for extending the classroom beyond the classroom walls.

Now too, it is possible to collaborate on a project without having to be in the same room.  With the Google document, I have been able to edit a student’s work and make a comment while still being at school and the student has already returned home.

No longer am I tied to using a specific laptop or desktop computer, but I can use an iPad, iPod touch, and “low” specification hardware to do high or higher performing cloud based software to produce a product.

I remember when I was limited to a single cd rom software title that would only work if I had installed it on the machine with the proper specification.  Now with cloud computing technology, a past inefficient computing practice can be replaced with a faster, more reliable method.

With the current Google presentation project, I can access students’ presentation from school or at home, while they have been working on the document at home.  The division of the classroom lines becomes a little blurred, but it is a better blending of homework with support and feedback.  Next, I will have the students share their presentation with another student to support the peer-editing process.

These are exciting times when the technology now allows for this type of collaboration to easily take place.  The technology now is so much better than what I experienced five years ago, I jump at the chance to utilize these new tools.  No longer am I focused on how to get the job done, but now I can better concentrate on getting a job done in new and exciting ways.

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Nov 04

New Tools, New Ways of Learning

I believe that in some cases, I was guilty of doing the same thing, just in new ways.  Instead of using a tape recorder, I was using a digital audio recorder on the computer.  Instead of using the overhead projector, I was using the document camera. However, the document camera does allow me to recognize exemplary student work.  It also is good for using real student work to discover and correct common mistakes.

Taking students to a new level of learning is a concept that is now much more in forefront of my thinking now

With the use of iPads to help practice writing in hiragana, katakana, and kanji, it is now more apparent that the programs used are geared towards lower level thinking skills.  Therefore, it is important to further investigate how other apps (iMovie, Popplet, ReplayNote, etc.) can be be utilized for students to and apply their language skills.

On the team level, my colleagues and I are now using Google Documents to take collaboration to a new level.  Working on the same document at the same time saves time, gets everyone involved, and allows everyone an equal voice.   This is new learning for our group and it has worked well in the case of taking meeting notes and getting member feedback.  Team members can give timely feedback that is shared back to the entire group almost immediately after a meeting.  It is open and honest communication and collaboration.  There is not the need for one person to collect, sort, and then combine it into a single document to be later circulated to the group.  Collaboration is made easier and the process is accelerated with Google Documents.




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Nov 02

Course 1 Recap

Where are you now?


  • I am much more comfortable using the tools that are out there.  It is really difficult, however,  knowing how much I really do not know about technology.


  • While becoming easier, Blogging is still a challenge.


  • I feel that my PLN has developed nicely and I am benefitting from the stream of great tidbits that come from my Twitter feed.


  • Blogs are a great resource to draw upon and I believe that I am making connections many connections across the globe.


Has creating your final project make you look at technology and its role any differently in your classroom?


Creating the project helped me to work through the process of integrating technology in my lesson planning.  Because we share the technology within a department of six teachers, coordination and communication is key with using the technology.  Timing is a key issue since IT is hardware dependent.  If there is no iPad 2 to record video, then how can you do a similar function using a digital camera?  Once a video is created, how will the students access it if it is no longer on the iPad?  This is the challenging piece for where the vision and reality are in sync or out of sync.


Where do you go from here?


  •    In the future, I would like to continue to refine my understanding of the standards and continue to enfold the IT tools that I have learned about during this course into the current curriculum.

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