Digital Identity and Security Reflection

In todays ‘big brother’ era it is crucial teachers consider the ramifications their digital identity could have on the professional life. Increasingly, employers are using social media as tool to screen potential employees (Yeager, n.d.). The media often draws attention to teachers being penalised and in some cased fired for inappropriate use of social media (Simpson, 2010). The term ‘digital tattoo’ used by the University of British Columbia [UBC] and companion tagline ‘think before you ink’ are a perfect analogy and reminder of the permanency of online activity (The Digital Tattoo Project, 2013). Teachers are highly visible community members and as such, need to remember that their online activities are open to scrutiny (Yeager, n.d.). The internet is a public arena (UBC, n.d.).

Learning about new technologies and exploring the digital identities of teachers through their blogs, linked-in, and pinterest accounts has excited me to the positive potential and professional strength of a carefully executed digital identity. Initially I was concerned my eclectic assemblage of personal posts and information shared online is misaligned with my teacher identity. While I believe strongly in my right to express myself online in a personal manner I am aware of the necessity of having distinctly separate identities by maintaining a distance between your personal and professional persona and have resolved to clean up my online presence. My excitement lay in discovering the ways I can control how I portray myself online. Acting in the role of curator I can create the ideal teacher identity to be used to promote myself to parents and employees. For teachers an online identity can be a digital portfolio, place to store resources, and proof of professional engagement, critical reflection and continual development (Yeager, n.d.). It can serve as a window to a teacher’s pedagogy and is a valuable tool to network and connect with fellow teachers (Owens, 2014).

Mindfulness for how online posts may be misinterpreted if the audience or context change, and an adept understanding of the mechanics of digital security are essential skills for teachers to function successfully in the 21st Century.

Word Count: 328


The Digital Tattoo Project. (2013, March 13). TBYI: 5 types of people on social media [Video file]. Retrieved from

Owens, M. (2014). Using social media in the classroom: Why there is a lot to like. Retrieved from

Simpson, M. (2010). Social networking nightmares: Cyberspeak no evil. Retrieved from

University of British Columbia. (n.d.). Removing myself from the internet. Retrieved from

Yeager, J. (n.d.). When should teachers use social media? Retreived from


Digital Identity a University of Adelaide Press Publication

For more information on the topic I recommend Clair Sullivan’s book Digital Identity: An Emergent Legal Concept, which is available for download at the following link.


In today’s digital environment the concept of identity is an issue of much greater complexity than it was in the days of the offline world. Our digital identity can exist in many forms and for many different purposes. Its existence on the Web becomes a currency that can be unscrupulously traded and abused.

          – Professor Stephen Saxby (2014)


Teaching Resource and Evaluation Matrix

Storify (Sommervelle, 2015).

Name of teaching resource

Storify: Yayoi Kusama Retrospective

Weblink (if web based)

Who should this digital teaching resource be used with? (ie year/grade)

Grade Four

How should it be used? (e.g. individual, whole class)

This resource has been designed for individual use as a research tool for students to explore the life and works of the artist Yayoi Kusama. Additionally it is easily adapted to whole class use where the teacher can display it on a smartboard or projector and walk through the resources. In this way the class can watch the videos, read, discuss and question the information together.

Which subject or learning area would it be most appropriate to use in?

Visual Art.

Identify the strengths of this teaching resource

Storify’s strength lies in its ease of use as a curation tool and functionality for gathering online materials following a theme, story or concept together in one location. The ability to annotate the ‘story’ gives teachers the freedom to ask questions or assign activities throughout.

Identify any weaknesses of this teaching resource

The only weakness I encountered with this resource is that it can be time consuming to gather materials and put together.

Explain any ideas you may have for further use of this teaching resource

I would like to use this resource as part of a unit of work accompanying a class visit to Kusama’s obliteration room. Children will use storify to expand their understanding of Kusama’s position and success in the art world will and use this to answer questions about the information and engaging in class discussion about the use of pattern and repetition in art.

Word count: 204


Sommervelle, J. (2015). Storify header screenshot [Image].

Sommervelle, J. (2015). Storify screenshot [Image].

Geometric Solids

Teaching Reference

A screencast taken of Geometric Solids, a digital teaching resource by Illuminations as I use it to explore the properties of a cube.


Sommervelle, J. (2015, April 26). Geometric solids screencast [Video]. Retrieved from

Swift, B. (2011). Pretty colors [Image]. Retrieved from htpp://