In this week’s class, we had a wonderful discussion presented by Prof Couros on digital Identity.  This concept was also well discussed in the presentation by Britanny and Josh.  The issue of digital identity is really a big problem especially among the youths and teens. Khrapov et al. (2024) described digital identity as a projection of real identity, formed through interactions in digital environments, which can lead to a merging of online and offline personas. Kraynov (2024) claims that digital identity allows individuals to navigate opportunities in both personal and professional contexts, such as job searches and social connections.

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So, if I am to interpret this… I would say my digital identity is like my online personality, and it has to do with how I show myself to the world online, through my social media profiles, online interactions, and the different characters I create for myself in online spaces.  This reminds me of the saying ‘you are what you wear’, which I think can be applied to our online lives as well. People often try to present themselves in a positive light online, even if that doesn’t reflect their true selves. I’ve noticed this on social media platforms like Facebook and Instagram, where people tend to share carefully curated content. Sadly, some people (especially teenagers) develop their physical identity based on these online curated contents. They start to either aspire, behave or live like the artists, musicians and role models whose lifestyle has been presented in a certain way online without understanding the true nature of these people in their physical life.  Unfortunately, a lot of people seem to be fake in their online world.  The above statement buttressed one of Josh’s points on the significance of defining one’s digital identity, noting that many individuals become confused about their genuine selves by prioritizing societal norms and expectations over personal authenticity. While I mainly use these social media websites to share events from my church and workplace, I’m aware that my posts can still influence others.

Lioune’s (2023) article on the Illusion of Self in the Digital Age: Unraveling Our Multiple Identities, highlighted how our online behaviors can impact how we perceive ourselves. She noted that our fragmented online activities, such as projecting professionalism on LinkedIn, showcasing our adventurous side on Instagram, and engaging in witty commentary on Twitter, contribute to our overall digital identity. From a professional stance, I feel the digital world is a larger space that helps people network and exposes them to potential career opportunities nationally and internationally (Lupton et al., 2019). I think this view aligns with my regular visit and activity on LinkedIn and ResearchGate. I am always conscious of what I post online because of the nature of what I do. However, I feel this digital identity thing is also taking too much of individual’s personal information which we have to be cautious about. That is why I use more of the professional platforms than the regular social media sites.

References

Andrey, L., Kraynov. (2024). 1. Digital identity as a condition of human existence in a digital society. Izvestiâ Saratovskogo universiteta. Novaâ seriâ,  https://doi.org/10.18500/1819-7671-2024-24-2-137-141

Lupton, M., Oddone, K., & Dreamson, N. (2019). Students professional digital identities. In Higher Education and the Future of Graduate Employability (pp. 30-49). Edward Elgar Publishing.  https://doi.org/10.4337/9781788972611.00010

Sergey, A., Khrapov., Svetlana, Kryuchkova., I.M., Melikov. (2024).  Digital Identity and the Humanistic Model of Digital Educational Environment. Voprosy Filosofii, 7, 29 -39 https://doi.org/10.21146/0042-8744-2024-7-29-39

It’s 2024, and let’s face it—we’re all curating. We curate our Instagram feeds, our outfits, and even our breakfast. (Who knew a smoothie bowl could be so photogenic?) But here’s the million-dollar question: are we curating ourselves? When teenagers are constantly scrolling through aesthetics, micro-labels, and influencer trends, it makes you wonder—are we still searching for our true selves, or are we just cosplaying whatever’s hot this week?

Welcome to the Identity Crisis, TikTok Edition

As social media has wormed its way into nearly every aspect of our lives, it’s especially giving teens a bit of an identity crisis (to say the least). Gone are the days when teen self-discovery meant listening to emo music or experimenting with questionable hair colors. Nope, now it’s about whether your digital persona should be #cottagecore or #alt.

And that’s where things get tricky. Teens today are stuck in this awkward push and pull between trendy identities and their real, offline selves. One day you’re an aspiring VSCO girl, the next you’re full-on dark academia—and guess what? Neither version quite feels like you. If it seems like a revolving door of personalities and aesthetics, that’s because it kind of is.

Kareena and Emma, two brave souls who’ve stepped up to tackle this phenomenon in their speech on social media and identity, know exactly what this feels like. Back in 2020 (a year we all remember for… reasons), their own sense of self started to unravel, and they’re far from the only ones. Social media was amplifying their identity confusion, and they began to wonder—are they really living as their true selves, or are they just mimicking whatever’s trending on their feeds?

The Illusion of Self (or: Who Am I Today?)

According to Khalil Liouane’s piece on The Illusion of Self in the Digital Age, social media turns our sense of self into an elaborate game of dress-up. Instead of being rooted in experiences, relationships, or even our quirks, we’re now hovering over a “choose your fighter” screen, trying on different identities like outfits for a party we’re not sure we’re invited to.

Liouane breaks down the problem beautifully: as our online presence grows, we start to lose touch with who we actually are. Social media encourages us to become shapeshifters, adopting different personas based on trends, aesthetics, or what will get the most likes. And as teenagers, the pressure to keep up with these trends can feel like trying to solve a Rubik’s cube on a rollercoaster.

This isn’t just about following the latest TikTok dance or updating your Spotify playlist to reflect the vibe du jour. It’s about constantly questioning: Am I more of a “brand” than a person now?

Aesthetic Overload: When Being ‘On-Trend’ Becomes a Full-Time Job

Remember when being a teen was all about awkward phases? Turns out, that’s still the case, but now those phases have names—

and fanbases. From cottagecore to Y2K revival, teens are constantly bombarded with aesthetics, and each one comes with its own rules for how to dress, act, and curate your social media presence. No wonder teens like Kareena and Emma are left questioning, “Wait… who am I again?”

FYI.. I had ZERO idea what cottagecore was until I google it. Here’s a photo that sums up #cottagecore.

The problem is that these trendy identities are fleeting. Today’s clean girl aesthetic is tomorrow’s normcore, and teens are left scrambling to keep up. In the whirlwind of trends, it’s easy to feel like you’re losing yourself. One minute you’re posting pastel pictures of your minimalist bedroom, and the next you’re trading it all in for thrifted grunge sweaters because that’s the new thing.

The Parasocial Problem: When Influencers Become Life Coaches

If aesthetics weren’t confusing enough, let’s throw parasocial relationships into the mix. (Because why not add some emotional confusion to the cocktail?) For those not in the know, parasocial relationships are the one-sided connections people form with celebrities or influencers. And while they may seem harmless—after all, who hasn’t fangirled over a favorite singer—they can become unhealthy when teens begin basing their identities on these influencers.

Think about it: your favorite influencer is living their best life, decked out in the latest trends, and you’re just… scrolling. You start adopting their interests, mimicking their style, and before you know it, you’re losing sight of who you actually are. As Khalil Liouane points out, social media magnifies this phenomenon, making teens feel as though they need to measure up to these digital personas—and that can lead to an endless cycle of self-doubt.

Micro-Labels and Identity Crisis on Steroids

If you thought the pressure to choose an aesthetic was bad, say hello to micro-labels. These super-specific identities can seem like a fun way to express yourself (who doesn’t want a label that perfectly sums them up?), but for teens, they can also add to the overwhelming sense of having to pick who they are, right now. From fashion to personality traits, there’s a label for everything—and choosing wrong feels like social media suicide.

Teens are now under the pressure to define their entire selves based on labels that may only fit one facet of their personalities. And, as Kareena and Emma would tell you, this constant self-categorization leaves teens in a loop of never fully knowing who they are, since the goalposts keep moving.

So, What’s the Solution?

First, breathe. Let’s all admit it—social media is not going anywhere. But what we can do is encourage teenagers (and, let’s be real, ourselves) to step back from the digital whirlwind. Kareena and Emma’s quest to answer, “Am I a reflection of my true identity, or a product of media trends?” is a good starting point for all of us.

The key is to start emphasizing experiential identity building—let teens live, explore, make mistakes, and discover who they are based on real-world experiences rather than the ever-changing tide of TikTok trends. Social media doesn’t have to be the villain of the story, but it shouldn’t be the main character either. By pushing back on the urge to conform to every trend, we can help teens (and ourselves) find more consistency and authenticity in who we are.

Final Thoughts: It’s Okay Not to Be ‘On-Trend’ All the Time

So next time you’re tempted to throw on a micro-label or jump into the latest aesthetic trend, take a pause. Ask yourself: Is this really me, or just something that’s trending? Kareena and Emma’s journey reminds us that finding your identity is supposed to be messy, experimental, and, yes, awkward at times—but that’s part of the fun. Social media may add a layer of complexity, but ultimately, you get to decide who you are—not TikTok, not Instagram, and definitely not the latest #aesthetic.

As we navigate the digital age, remember: it’s okay to step back from the filter and just be yourself—whatever that looks like today.

P.S. I only used ChatGPT for the fun, witty headings this week!

Just as with many new technologies of the past, artificial intelligence is encountering resistance and skepticism. Nevertheless, several scholars have argued about how AI can provide easy access to educational resources and all that.  As Kniberg explains and the video demonstrates, generative artificial intelligence is a technology system equipped with deep learning models that allows it to learn, think, communicate as humans, as well as perform creative intellectual tasks that previously only humans could do. In my line of work, I have come across a range of AI tools, including OpenAI’s ChatGPT, Google Gemini, Khamingo AI (https://www.khanmigo.ai/teachers), QuillBot, ResearchRabbit, Dall-E, Grammarly, Turnitin, and Gradescope, to mention a few. I have found myself using one or more of these tools for brainstorming ideas that I had initially conceived but wasn’t sure how to fully explore or find relevant materials for. For students that are not native English speakers, using Grammarly has been very helpful in correcting grammar mistakes, checking spelling errors, and identifying the tone of one’s writing in terms of passive or active voices.

Image copied from Linkdeln

Beth Holland’s article, “Can AI Solve the Uniquely Human Challenges Facing Educators Today, “explores how AI can be a valuable tool in addressing the challenges faced by educators, especially in the wake of the pandemic and staffing shortages. Holland highlights AI’s potential to support personalized and individualized instruction, which is crucial for meeting diverse student needs. Henrik Kniberg points out that AI can assist in grading tests and generating course content. I know a lot of educators are sceptical about the use of AI in their classroom. However, I think understanding the goal behind the use of these tools in the classroom can help educators navigate how to effectively utilize them.

An infographic shared on linkedin by Dr Alec Couros.

In a recent study by Ramnarain et al. (2024), preservice science teachers’ intentions to use generative AI in inquiry-based teaching were examined. The study found that preservice teachers believe AI can support students during the orientation and conceptualisation phases of inquiry learning, promote learner autonomy, accommodate individual needs, simulate experiments in school situations with limited equipment and chemicals, and help check the correctness of procedures. During the month, I listened to a webinar by David Wiley on how AI will transform access to open education resources, and he also shared (https://lnkd.in/gtbXpinu ;  https://lnkd.in/en2TJPsa). The discussion actually got me thinking about how my little use of some AI platforms helped me identify some online resources easily without necessarily going through the trouble of checking if the material is licensed or not. Personally, I think AI as a new technology has the potential to help us address a lot of problem in education, but I think teachers will need to learn how to effectively prompt these tools to help them achieve its maximun use, Yes, AI has its own risks, just as I said in the begining, that is the same risk we faced with new technologies when they first introduced and people began accepting the use of those technologies overtime. I think, AI will get better in a matter of years and people will become use to using AI.

Based on this week’s discussion on theories of knowledge and reading “The Nature of Knowledge and the Implications for Teaching by Bates and Bates (2019), I had to do a quick reflection on my secondary school experience as a science student. I recall having a teacher (Mr. A), whose teaching approach made me dislike physics as a subject. Mr A was always objective about his teaching and presented physics as a body of knowledge consisting of facts, formulas, terminology, principles, and theories to be learned. As a result, physics was very boring to me in grade 10 because Mr A would only read out notes without engaging students in hands-on practical, unlike our chemistry teacher. However, in grade 11, a new and fantastic teacher (Mr B) arrived. He engaged us in practical experiments and project activities related to the concepts we learned in class. He often demonstrated activities, encouraged us to make observations and predictions, and then facilitated further discussions or notes on the concepts. We even went on school trips to see how what we learned in class applied to the real world and visited communities to understand how science is embedded in indigenous practices.  Mr B’s teaching style which is aligned with the constructivit approach transformed my perception of physics and inspired me to study physics education at the university. Just like some students, I have always had the misconception that…………

r/meme from reddit.com

based on the experience with Mr. A, who had always been objective in his teaching and sometimes transmissive in his lesson presentation. However, my experience with Mr. B changed this belief and became the inspiration for my own approach as a teacher.

So, if I am to relate Mr B’s approach to this week’s class discussion, I could see elements of constructivism theory in his teaching style, which has also been the foundation of my teaching philosophy.

Mr. B’s approach can be likened to the constructivist theory that posits “learning as an essential social process, requiring communication between learner, teacher, and others” (Bates & Bates, 2019). The theory focuses on students’ active engagement in learning, where teachers build students understanding through thoughtful reflection and analysis. I believe in this Chinese proverb from the Froebel Journal (1967) that says, “What I hear, I forget; what I see, I remember; and what I do, I understand. My interpretation of this expression is that children already have some foundational knowledge of whatever they are being taught based on their surroundings, however, they tend to learn better when they are actively engaged in the teaching process, using experiences from their immediate surroundings to explore concepts taught in the classroom (i.e., learn by doing). However, over the course of my teaching career, I have realised that children are unique in their individual being and tend to learn differently. Hence, the type of approach I use in my class will depend on the topic explored. Nevertheless, I see that the “asking question” component of inquiry learning, which is aligned with the constructivist approach, is a fundamental component of my practice, and it can be adapted to any teaching style.

In the medium article on Skinner’s teaching machine by Abhishek Solanki (2019), the author indicated that the teaching machine is based on Skinner’s belief that “changes in human behavior are a response to external events that occur in the environment”. According to Abishek, Skinner’s teaching machine operated on the principles of operant conditioning (using reward and punishment to modify the development of behaviors) and programmed learning (allowing students to learn step-by-step, ensuring they grasp each concept before moving on to the next), designed to enhance the educational experience by providing individualized instruction (adaptive learning). As a school teacher and a teacher educator, assessment also plays an important role in determining my students learning. I have always found myself using multiple choice questions and fill-in-the blank questions to explore students understanding of what was taught and using their responses to provide feedback.  But, I sometimes feel this does not test the true understanding of students because it is either true or false, right or wrong. These methods do not assess in-depth knowledge and application of concepts taught. However, I have also tried incorporating problem-solving tasks that challenge students thinking and ability to apply concepts taught in practical activities. These activities sometimes require students to research ideas and do presentation in class or sometimes perform experiments in group with little guidance.  I think this approach mirrors the constructivist theory.

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As a parent, online shopping has simplified my life. Digital commerce has allowed me to discover and purchase unique cultural items from around the world. I appreciate the ability to connect with sellers across the world and customize my purchases. While online shopping offers many advantages, I am cautious about potential scams and fraud. To mitigate risks, I carefully research companies and read reviews before making purchases. I also like the fact that the bank confirms every transaction with me before releasing the funds from my account. Digital commerce has transformed the way we interact, including our financial transactions. Online banking has made international and local payments much more convenient compared to a decade ago.   Relating this to the learning environment, I think with digital commerce I was able to gather a lot of information about the products I want to buy. I am able to compare and contrast prices and various features of a product before making decisions on what suits me best.

https://drydenart.weebly.com/fugleblog/international-dot-day-ideas

As an educator, I use various online platforms for teaching, and I usually encourage my students to share ideas and discussions on these platforms. A typical example is the use of a discussion board in the Moodle learning management system. I realize that there are some students who find it difficult to express themselves in class, but they easily reply to every post on the discussion board. On the other hand, there are students who never replied to the discussion board. So for these students, I do call them during online presentations to share their thoughts. There are rules guiding the use of this online platform, and I usually tell my students to respect others’ opinions. One thing I also try to do is to give students a project that will require them to search for information online and then do a presentation on that project. However, I usually advise the students to try as much as possible to evaluate the credibility of the online sources they are using and avoid sharing personal information in the online space.

https://ukrainianlaw.blogspot.com/2019/

I think one significant thing that I have always done is continuous sharing of information with my students on how to report any suspicious online activity to the class and avoid using inappropriate words when sharing online artifacts. Seriously, Ribble’s framework is a good one, but how many teachers actually have the leisure of time to implement all these in their classroom? Probably, schools need to have teachers dedicated to explicitly teaching digital literacy. Although many teachers are not equipped to teach or even integrate most elements of the framework in their subject discipline, I think engaging teachers in targeted professional development and sharing useful online resources with teachers can help mitigate some of the challenges that might prevent teachers from implementing elements of Riblle’s framework in the classroom.

Seriously, I do not know how the effectiveness of digital citizenship initiatives within the school or district can be evaluated using the Ribble’s 9 elements. But, if I am to explore this from my experience as a researcher, I think the best approach will be to probably conduct an observation of how students within a school or district behave and interact online using Ribble’s framework to assess their adherence to the principles of digital citizenship.  Doing this observation might also create the opportunity to get teachers and parents perceptions on how elements of this framework could influence school culture and students behaviour. I think this will give the district and school a better understanding of the effectiveness of established initiatives on digital citizenship.

As I conclude from my reflection, digital technology has become ubiquitous and is driving transformation even as we head to the 5th Industrial Revolution.I feel Ribble’s framework is very important and might possibly contribute to shaping our attitudes and online interactions as digital citizens since technology keeps evolving. However, the key aspect for me in this framework is digital privacy. One can hardly access a digital tool without registering their information. So, my question is: how can we have free access to tools and all other forms of technology without necessarily providing our information online?

Dean’s discussion of digital “Visitors and Residents” during the first week of class sparked a lot of thought. In the real world, a visitor is someone who temporarily stays in a place for a specific purpose, like socializing, conducting business, or exploring. So, in the digital realm, “visitors” are individuals who have specific objectives and use the internet to find tools that help them accomplish those goals. They are temporary participants in the online world. For instance, I see myself as a visitor whenever I use my smartphone to search for an address or a location on Google Maps, and then disconnect to physically visit the location. My online activity tends to leave minimal traces and has limited social impact, especially when operating in this visitor’s mode.

Digital residents, unlike visitors, are deeply embedded in online communities. They have established connections, friendships, and virtual spaces. Unlike visitors who have specific tasks, residents are online to connect with others. They participate actively in online communities through social media platforms, sharing content, and engaging in conversations. This online activity reflects their identity and fosters relationships, making the internet an essential part of their lives.

My understanding of “visitors” and “residents” in social media mirrors the tools I use daily. I’m surprised by the extent of my social media toolkit, which I hadn’t fully realized before.

Reflecting on this week’s readings and my personal experiences with technology, I have realized that information and activities related to our lives are no longer private. Technology has infiltrated our privacy and become an integral part of our daily lives, including in schools and workplaces. Just as we need to provide identification for government services, having a digital identity has become crucial for accessing online platforms, applications, and resources from schools and organizations worldwide. Research defines digital identity as an individual’s online representation, encompassing digital attributes, credentials, and personal information (Amenta et al., 2015; Başoğlu, 2024). The blog post on (Digital) Identity in a World that No Longer Forgets by Couros and Hildebrandt (2015) discusses the complexities and challenges of managing digital identities in an age where online actions are permanently recorded. The authors highlighted the importance of understanding how difficult it is to erase negative aspects of one’s digital footprint due to the permanence of online content. However, the societal expectation is that individuals should be able to manage their digital footprints effectively by curating their online presence to overshadow past mistakes and deleting negative images, videos or commentaries and replacing them with positive ones.

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Gone are those days when we write letters to chat with family and friends or wait to attend events before we can network. Technological innovation has transformed how we use social media platforms to network and communicate information. However, from my experience, there is a lot of content on social media platforms that is fabricated and deceptive. Unfortunately, this information is leading teenagers to make decisions that do not align with the reality of life. I have met with a lot of parents who have tried persuading their teens to use social media, but instead, the situation is getting better; it just keeps getting worse to the extent that these kids try to create several private accounts for doing negative stuff, which ends up boomeranging on them. Just like the article by Homayoun (2017) on the secret social media lives of teenagers, I think it is important that parents begin to engage in open discussions with their young children and teens about online activities and behaviours rather than monitoring them or putting limitations on what they can and cannot access. This is an essential part of digital citizenship that involves teaching kids how to behave responsibly on digital platforms. Many of today’s teenagers construct their identities through social media platforms and whatever identity they create today plays a significant role in their future endevours because these platforms now retain information that can be used in the future. So, I think parents, schools, and teachers need to help teens recognize the interconnectedness of their online and offline lives and encourage them to develop their own values regarding appropriate online behaviours (images, comments, videos etc).

References

Amenta, V., Lazzaroni, A., & Abba, L. (2015). Internet Identity and the Right to be Forgotten: International Trends and Regulatory Perspectives. In Handbook of Research on Redesigning the Future of Internet Architectures (pp. 32-46). IGI Global.

Başoğlu, A. B. Z. (2024). Navigating Virtual Realities and Hybrid Spaces in the Tron Cinematic Landscape. In Studies on Cinematography and Narrative in Film: Sequels, Serials, and Trilogies (pp. 19-41). IGI Global.

Couros, A. & Hildebrandt, K. (2015). (Digital) Identity in a World that No Longer Forgets. Available at https://katiahildebrandt.ca/digital-identity-in-a-world-that-no-longer-forgets/

Homayoun, A. (2017).The Secret Social Media Lives of Teenagers. Available at https://www.nytimes.com/2017/06/07/well/family/the-secret-social-media-lives-of-teenagers.html