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Reflection Re-write: Will my digital footprint really last a lifetime?

  • Writer: sarahcunneen11
    sarahcunneen11
  • Apr 23, 2021
  • 3 min read

(Allstate Identity Protection, n.d.).

There is a question we have on our minds whenever we look at our smartphones, share a post, or surf the web – how is my digital footprint going to affect my life? We need to develop an understanding and analyse the content we view and create online – factors that make up our digital footprint.


With constant technological change, there are concerns around our digital culture. It is important to review the development of our digital footprint and how it can affect us.


We cannot deny that having an online presence is unavoidable. We all have access to content online for research, entertainment, and communication (Sartor, 2020). Information and resources that cover every aspect of the world’s events is stored online. I believe it is inevitable that our digital footprints will last a lifetime. Next, we need to understand how the content we publish online affects our lives and the world around us. There are growing concerns around the danger technology poses to children. In research undertaken by Martin et al. (2018), the pros and cons around children’s technology use in education are highlighted. The act of teaching students to become digital citizens and developing a digital footprint they can be proud of is crucial. We need to understand the value in what we develop online.


There are many sources providing viewpoints and information on how to help manage our younger generations’ online presence. Given that children of today are online from a young age, there is concern around the ‘future impact of the digital footprints they are currently generating’ (Buchanan, Southgate, Smith, Murray, et al. 2017, p. 275). By teaching students to practice appropriate and responsible behaviour in technology use (Martin, et al., 2018), they are able to understand how their lives online affect them (Buchanan, Southgate, Smith, 2019). Key digital topics that should be covered are cyber bullying, digital netiquette, digital footprints, privacy and identity (Martin, et al., 2018).


On the other hand, we understand that technology is an everyday task and this knowledge is needed for a child’s future. Information and Communication Technology (ICT) capability is covered in the Australian Curriculum in foundational learning. Students are taught to use technology appropriately and effectively as they create and communicate ideas, work collaboratively and solve problems. To participate in the world today and be empowered by the possibilities of technology, students need the knowledge and confidence to apply these skills to life beyond school (Australian Curriculum, 2019).

(Wix, 2021)

We are taught to search and evaluate information online (Moorefield-Lang, 2020), and are made aware of the risks and danger of our online presence (Buchanan, Southgate, Smith, 2019). Though, in Moorefield-Lang’s (2020) research we are asked to recognise the legacies we leave online and how important it is in relation to our digital footprint. I agree that we should be encouraged to consider the lives we live online in a positive light. We construct our own lives and contribute to society around us (Buchanan, Southgate, Smith, Murray, et al. 2017) through use of technology and the construction of our digital footprints.


Before addressing this question, the term Digital Footprint intimidated me – I had only heard about it as a negative term. Though, through research, I understand we should look at it through a positive lens and understand how privileged we are to be able to develop a digital legacy for ourselves in this digital age.



Please see my annotations in the re-write below:


Reference List:


Allstate Identity Protection (n.d.). What is a digital footprint? [Image].


Australian Curriculum, Assessment and Reporting Authority. (2019). Information and


Buchanan, R., Southgate, E., & Smith, S. P. (2019). “The Whole World’s Watching Really”:

Parental and Educator Perspectives on Managing Children’s Digital Lives. Global Studies of Childhood, 9(2), 167-180. http://dx.doi.org/10.1177/2043610619846351


Buchanan, R., Southgate, E., Smith, S. P., Murray, T., & Noble, B. (2017). Post No Photos,

Leave No Trace: Children’s Digital Footprint Management Strategies. E-Learning and Digital Media, 14(5), 275-290. http://dx.doi.org/10.1177/2042753017751711


Davis, A. (2014). Blogging as Pedagogy: Facilitate Learning.


Gibbs, G. (1988). Learning by Doing: A Guide to Teaching and Learning Methods. Oxford:


Martin, F., Wang, C., Petty, T., Wang, W., & Wilkins, P. (2018). Middle school students? Social

media Use. Journal of Educational Technology & Society, 21(1), 213-224.


Moorefield-Lang, H. (2020). Learners’ Legacies as Digital Citizens. Knowledge Quest, 49(1),


Sartor, V. (2020). Digital Age Pedagogy: Easily Enhance Your Teaching Practice with

Technology. English Teaching Forum, 58(3), 2–9. https://eric.ed.gov/?id=EJ1274712


Weaver, S. D., & Gahegan, M. (2007). Constructing, Visualizing, and Analyzing A

Digital Footprint. Geographical Review, 97(3) 324-350. https://doi.org/10.1111/j.1931-0846.2007.tb00509.x

 
 
 

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