英国德蒙福特大学论文代写 ：21世纪的进步
21世纪见证了科技的巨大进步。以前仅限于高科技实验室的东西现在已经走进了我们的家庭和办公室，完全融入了我们的日常生活。科技增加了我们的学习途径，因为学习不再局限于课堂。学生们随处可得的技术意味着到处都有学习的机会。因此，作为教育者，我们在设计教学策略和管理我们的在线表现时不能忽视技术。如今的学生往往更懂技术。因此，更有可能在网上寻找他们的老师，并根据他们在网上看到的改变他们对老师的看法。由于数字身份对教育者的感知和最终的有效性有影响，教育者必须注意他们如何在网上生存(Liu & Hilton, 2005)。然而，许多老师并不知道他们在网上的存在，他们经常发现自己在谷歌时感到惊讶。
英国德蒙福特大学论文代写 ：21世纪的进步
在那里，他们发现了他们认为网上不存在的关于自己的信息(安德森，未注明日期)。在塑造一个人的网络身份的方向上，第一步是教育工作者了解网络环境及其含义。因此，每一个21世纪的教育者都必须首先在这一领域进行自我教育。利用这些知识，教育者可以选择和选择行为和特征，这些行为和特征可能会以更好的方式或更吸引人的方式来定位他们(Liu & Hilton, 2005)。作为一名教育工作者，我会努力严格检查我的网上信息。我的公众和私人资料不会有重叠。我不会把我的学生加到像Facebook这样的私人社交网站上，因为我在那里发布的内容大多是非正式的，我不希望我的学生看到我非正式的一面。
英国德蒙福特大学论文代写 ：21世纪的进步
21st century has seen tremendous advancements in technology. What was previously restricted to hi-tech lab has now found its way into our homes and office, becoming completely embedded in our daily routines. Technology has increased our avenues of learning, as learning is no longer restricted to classrooms only. Students have technology handy everywhere, which means that there is an opportunity to learn everywhere. Hence, as educators, we cannot dismiss technology when designing our teaching strategies and managing our online presence. Students tend to be more tech savvy these days. Hence, there are more than likely to look for their teachers online, and alter their perspectives of their teachers in light of what they see online. Since digital identities have implications with regards to the perception of the educator and ultimately his/her effectiveness, educators must be mindful of how they exist online (Liu & Hilton, 2005). Many teachers, however, are not aware of their online presence, and are often found to be surprised when they Google themselves.
英国德蒙福特大学论文代写 ：21世纪的进步
Therein, they find information about themselves that they did not think existed online (Anderson, undated). First step in the direction of shaping one’s online identity is for an educator to understand the online environment and its implication. Therefore, every 21st century educator must first educate himself or herself in this domain. Using this knowledge, the educator can then pick and choose behaviors and characteristics likely to position them in a better manner or in a more appealing manner (Liu & Hilton, 2005). As an educator, I would try to maintain a strict check on what is floating about me online. My public and private profile will not be overlap. I will not add my students on largely private social networking profiles such as Facebook, as the content I post there is largely informal and I do not want my students to see the informal side of me.