Through the technology mapping exercise, I realized that I am truly more of a visitor than a resident when it comes to technology, especially as it relates to social networks. I have profiles and browse on several social media sites, such as Facebook, Instagram, Twitter, TikTok, but I tend to consume and not produce content.<\/p>\n\n\n\n
Boyd (2011) argued that the qualities of persistence, replicability, scalability, and searchability are often inconsistent with how we are used to interacting with people in the real world, and this can lead to challenging interpersonal dynamics in online public networks. I can relate to these challenges with social media and as a result, I tend to only post openly on forums where I am aware and in full control of my audience. However, despite some potential drawbacks that may need consideration, the article Confronting the challenges of participatory culture: Media education for the 21st century<\/em> by Henry Jenkins (2009) really opened my eyes to the value of participatory culture as a way of learning and made me realize that without more of a digital presence I could be missing out on enriching learning experiences.<\/p>\n\n\n\n My ultimate goal is to create more of a digital presence academically that allows me to feel safe enough, because of the control I have over my own domain, to be an active contributor to our learning community as part of the MALAT program, and perhaps eventually, the larger online EdTech community.<\/p>\n\n\n\n Strengths and Knowledge Gaps<\/u><\/strong><\/p>\n\n\n\n Although I hate the term, I am considered a geriatric millennial. This means that I can remember a time when dial-up internet was being mass-marketed and introduced into homes. Being able to adapt from little use to a world of ever-increasing technology has allowed me to be comfortable in learning new technologies. This has aided me in my professional career, with being able to bring the development of Learning Management System (LMS) content in-house, and I hope it can aid me in my studies through the MALAT program at Royal Roads University (RRU) just as well. <\/p>\n\n\n\n One of the reasons I was hesitant for many years to apply to the MALAT program was because of my lack of experience with academic writing. I did recently complete the Academic Writing and Critical Thinking course through RRU, which elevated not only my writing abilities, but in turn, my confidence as it relates to this knowledge gap. I will continue to use the skills I learned from that course, but also to use the tools and technology I became familiar with through the course, such as, the RRU Writing Centre, RRU Library, and Smrt English YouTube channel.<\/p>\n\n\n\n Strategies to Achieve Goal<\/u><\/strong><\/p>\n\n\n\n Campbell (2009) argues that by cultivating personal cyberinfrastructures, students not only gain valuable technical skills, but also participate in a way that provides incredible opportunities to learn from each other. This is one of the main experiences I want to take away from my time at RRU and I now can see the value in increasing my digital footprint in the academic space.<\/p>\n\n\n\n I plan to fully immerse myself in all of the technologies introduced by professors and classmates alike and see which I feel most comfortable leveraging to develop a larger digital footprint. I plan to listen with an open mind to others\u2019 experiences to be able to benefit from their erudition in areas where my knowledge or skills may be lacking. <\/p>\n\n\n\n M<\/u><\/strong>easure(s) of success:<\/u><\/strong><\/p>\n\n\n\n I am not as concerned, at this point in my studies, with quantifiable measures of success as it relates to my goal. I will focus more on the qualitative measures I can obtain. This will include the information I gather from the comments from others on my personal blog, and the replies to my comments on my classmates\u2019 blogs. The most important gauge of success will be in the value that I hear I bring, and that I find from others, in my interactions with my classmates on zoom and other communication channels as we work collaboratively on projects.<\/p>\n\n\n\n <\/p>\n\n\n\n References<\/strong><\/p>\n\n\n\n Boyd, D. (2011). Social network sites as networked publics: Affordances, dynamics, and implications<\/em>. In Z. Papacharissi (Ed.), A Networked Self (pp. 39\u201358). New York, NY: Rutledge https:\/\/www.danah.org\/papers\/2010\/SNSasNetworkedPublics.pdf<\/a> <\/p>\n\n\n\n Campbell, G. (2009). A Personal Cyberinfrastructure<\/em>. Educause Review, <\/em>44(5), 58\u201359. https:\/\/er.educause.edu\/articles\/2009\/9\/a-personal-cyberinfrastructure<\/a><\/p>\n\n\n\n Jenkins, H. (2009). Confronting the challenges of participatory culture: Media education for the 21st century<\/em>. MIT Press. https:\/\/doi.org\/10.7551\/mitpress\/8435.003.0004<\/a> <\/p>\n","protected":false},"excerpt":{"rendered":" Through the technology mapping exercise, I realized that I am truly more of a visitor than a resident when it comes to technology, especially as it relates to social networks. 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