Abstract
Twenty-first century higher education instructors are continually tasked to review, align, pilot, adopt, infuse, and evaluate new technology tools and resources into curricula rich with standards regardless of course format (online/distance, hybrid, and face-to-face courses). Demands often overwhelm instructors who cannot assume that all students approach technology with the same levels of expertise increases constantly with new multimedia developments. Before courses begin, instructors should pilot these tools and applications to determine accessibility, types of support students may need, as well as determine what types of digital footprints students will leave behind. Digital footprints are unique data trails Internet users leave behind intentionally or unintentionally. Communicating expertise regarding digital footprints is imperative; information shared via the Internet (even when deleted) is never retractable - thus creating implications for students enrolled in school as well as graduates searching for employment.
Recommended Citation
McDermot, Maureen
(2018)
"Digital footprints: Creation, implication, and higher education,"
FDLA Journal: Vol. 3, Article 11.
Available at:
https://nsuworks.nova.edu/fdla-journal/vol3/iss1/11
Included in
Online and Distance Education Commons, Teacher Education and Professional Development Commons