Writing online differs from using paper and pencil, too.It’s more informal, although most texts should be grammat-ically acceptable and use conventional spelling. Immediacy isanother difference: Writers post their writing within sec-onds. Third, writers create multimodal texts with digitalphotos, video clips, and website links. The fourth differenceis audience: Writers send e-mail messages to people in dis-tant locations, including military parents serving in Iraq andAfghanistan, and their postings are read by people world-wide.

Some students learn to surf the Web, locate and readinformation, and communicate using e-mail, instant messag-ing, and blogs outside of school; others, however, haven’thad many digital experiences. Teaching students how toread and write online has become a priority so that they be-come fully literate in today’s “flat” world.

Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society.

Achieving literacy is a lifelong learning process.

It's not about being literate or illiterate anymore, but having adequate skills for today's demands.

Achieving literacy is a lifelong learning process

Literacy is more than just reading, writing, and numeracy. It's not about being literate or illiterate anymore, but having adequate skills for today's demands.

We all know what "literacy" means, right? Well, maybe not.

No, every human needs Vitamin D. While a big library can be very satisfying, do not get bullied into it. That’s as bad as being bullied into getting rid of it.

This means providing a safe, ethical, and supportive culture in their classroom to encourage all students.

Beyond that, it requires students to act ethically, legally, and safely online.

To be an innovative designer, students must understand the basics of problem-solving.

digital citizen.

A creative communicator expresses themselves clearly and concisely through digital media

Computational Thinker

Chiefly that means teachers regularly inspire students to act responsibly as they participate in the world — especially the digital world.

It also requires students to learn solution design, meaning they have to diagnose problems, prescribe solutions, and even make those solutions with digital tools

This means understanding the rights and responsibilities that go along with using modern technology. Beyond that, it requires students to act ethically, legally, and safely online.

Students need to be receptive to an education if they’re actually going to learn.

To be a computational thinker, ISTE says students must be able to create and employ strategies for solving problems that use technology.

To be an innovative designer, students must understand the basics of problem-solving

These tenets are fulfilled when students set up individual learning goals and customize their learning environments to achieve those goals.

In total, there are 29 ISTE standards that apply to these five groups.  We’ll cover each of those standards on this page.

2. Digital Citizen

With that in mind, the ISTE has established seven key standards for students to follow. ISTE student standards are: Empowered learner Digital citizen Knowledge constructor Innovative designer Computational thinker Creative communicator Global collaborator

As a result, students need to know what reliable information looks like and where they can find it.

To be effective educators, each teacher must also know how to be a learner.

Right now I’m on a cherry tomato + bagel seasoning kick, but I’ve been known to get nutritional yeast involved.

So if you are tired during the day, check that you’re giving yourself the opportunity to get 7 to 9 hours.

So if you are tired during the day, check that you’re giving yourself the opportunity to get 7 to 9 hours.

For this research, which aims to help the training of autistic students and students with intellectual difficulties in identifying communication cards, we use an application installed on a smartphone. The application allows choosing between PECS or cards used in school. We used PECS because they decreased problem behaviors and increased speech in some individuals

And these new literacies are embodied in new social practices—ways of working in new or transformed forms of employment, new ways of participating as a citizen in public spaces, and even perhaps, new forms of identity and personality.

none of us could have predicted the reach and the influence the multiliteracies idea would have, way beyond our own circles of personal and professional association. Even the idea of a ‘Google search’ was unimaginable ten years ago

The Multiliteracies view of design has three aspects: Available Designs (found representational forms); the Designing one does (the work you do when you make meaning, how you appropriate and revoice and transform Available Designs); and The Redesigned (how, through the act of Designing, the world and the person are transformed)

Meaning makers don’t simply use what they have been given; they are fully makers and remakers of signs and transformers of meaning.

Working online is a fluid experience which calls for flexible learners.

our understanding of construction and creation needs to be broad enough to allow for change in the future

Construction calls on creativity as well as persistence, flexibility, and revision. Construction asks our students and teachers to focus on the power and patience employed during work process…and not just the final resultant work product.

Online reading comprehension (ORC) has elements of “communication” identified as the last of the five skills students need.

Construction calls on creativity as well as persistence, flexibility, and revision.

During the ORC process students learn during an inquiry process and then send this message out to others using a text or tool of their choosing.

Online reading comprehension (ORC) has elements of “communication” identified as the last of the five skills students need. In order to fill the void I would see concerning the creativity, composition, and design skills students need…we have been developing online content construction (OCC)

It may be a small designation to make, but I see a great deal of difference between the act of creation, and the sustained, informed, evaluative elements embedded in construction.

As student writing moves from page to screen the key difference between the traditional writing process and OCC is that teachers and students need to consider other elements that are particular to working with online informational text (e.g., semiotics, visual literacy, multimodal design).

OCC is defined as the skills, strategies, and dispositions necessary as students construct, redesign, or reinvent online texts by actively encoding and decoding meaning through the use of digital texts and tools.

As society has incorporated dynamic and new media in everyday life, educators are required to expand traditional understandings of text and literacy that have replaced many of the ways that we communicate, create, and socialize

My special education students typically miss out on taking courses of personal interest. Electives are often replaced with supplemental math or reading classes to bring the students up to grade-level expectations. So I decided to bring student interests into my resource rooms.

Some students struggle to capture their thoughts on paper because they have poor handwriting skills or because they cannot hold a pen or pencil. Technology gives students extra support that traditional methods cannot provide.

These fan videos include sampling clips from movies or television shows, creating movies within video games, using flash animation (or stop motion animation, claymation, etc.), roping friends and family into participating in a live-action video, and so on, all set to a favourite song or used

Popular song + movie editing

Music and music video remixes (e.g., Danger Mouse’s “Grey Album” and the Grey video

recording a series of anime cartoons and then video-editing them in synchrony with a popular music track; mixing “found” images with original images in order to express a theme or idea

to use images and sound and vide

It involves mixing digital images, texts, sounds and animation; in short, all manner of found artefacts. Young people are picking this up on a massive scale and it is becoming increasingly central to their practices of making meaning and expressing ideas.

no remix, no culture.

More specifically Lessig refers to a practice of creative writing within the school curriculum in parts of North America whereby students read texts by multiple authors, take bits from each of them, and put them together in a single text.

History shows us, for example, that remix isn’t specific to digital times but has always been a part of any society’s cultural development (see, for examp

Lessig (2005) says that every single act of reading and choosing and criticizing and praising culture is in this sense remix, and it is through this general practice that cultures get made.

By “remix” we mean the practice of taking cultural artefacts and combining and manipulating them into a new kind of creative blend.

Overload comes from bogging the lesson down with too many inputs or modalities at once. Teachers will keep modalities both focused and organized. They will also switch activities and lessons every 15 to 20 minutes, as this is the point at which students begin to tune out and lose focus.

Multimodal teaching is successful because it appeals to all learning styles. Students are ensured to receive their lesson by one or more modality, through which they learn best.

This means that we need to extend the range of literacy pedagogy so that it does not unduly privilege alphabetical representations, but brings into the classroom multimodal representations, and particularly those typical of the new, digital media. This makes literacy pedagogy all the more engaging for its manifest connections with today’s communications milieu. It also provides a powerful foundation for a pedagogy of synaesthesia, or mode switching.

This could impede a child’s registration of information in memory and impact the integration of the information needed to form concepts. 

Attracting over 11 million views monthly, Do2Learn is an unparalleled special needs resource website started in 1996 through a NIH Small Business Innovation Research grant. Learning disabled youth access thousands of free elementary-level worksheets for literacy, math, visual discrimination, behavior management, and more. There are also printable picture cards available to promote functional communication in children with Autism.

Educational websites assist children with learning disabilities master basic skills in reading and math or advanced concepts like calculus

Parents and special education teachers often have difficulty finding new tactics to provoke a love for learning in children with learning disabilities

Consider, for example, just a few of these new technologies: Twitter, Facebook, Google+, Siri, Foursquare, Drop-box, Skype, Chrome, iMovie, Contribute, or any of many, many mobile “apps” and ebooks. Each requires additional reading and/or writing skills to take full advantage of its affordances

We live during a time in which new technologies continuously appear online, requiring additional skills to effectively read, write, and learn, sometimes on a daily basis.

Make it a policy to always teach a new technology, with new literacies, to your weakest reader(s) first. This enables struggling readers and writers to become literate in this new technology before other, higher-performing students in reading. Those who struggle with reading and writing become literate in a new literacy before others and can teach this new literacy to others who are not literate with this new form.

4.New literacies are multiple, multimodal, and multifaceted, and, as a result, our understanding of them benefits from multiple points of view.5.Critical literacies are central to new literacies.6.New forms of strategic knowledge are required with new litera-cies

However, this does not nec-essarily mean they are skilled in the effective use of online information, perhaps the most important aspect of the Internet. Studies show that stu-dents lack critical evaluation skills when reading online

Many students do not read search engine results; they simply click and look their way down each list of search results, reviewing each web page, often skipping right past a use-ful resource (Leu, Forzani, & Kennedy, 2013).

We live during a time in which new technologies continuously appear online, requiring additional skills to effectively read, write, and learn, sometimes on a daily basis.

Typically, Wikipedia is simply used for information. Reverse this and use Wikipedia to make critical evaluation skills the primary focus. Select an entry for any topic being studied in the classroom. For homework, have students find one claim made at the site that is contested by others online and bring the disputed information as well as the sources to class. Have students share their disputed facts and sources and discuss critical evalua-tion strategies that could be used to help resolve the conflict. This conver-sation will teach many new online research and comprehension strategies to your students

Starfall (www.starfall.com) is an exceptional resource for children that supports the development of early offline reading skills within an online context. Starfall is free, a gift from the CEO of Blue Mountain Greeting Cards, who is dyslexic, to honor all the teachers of reading who helped him on his journey. It includes delightful activities that teach CCSS foun-dational skills in reading: letter-name knowledge, phonemic awareness, phonics, and sight word recognition. It also develops both early compre-hension and advanced comprehension skills.

Many students do not read search engine results; they simply click and look their way down each list of search results, reviewing each web page, often skipping right past a use-ful resource (Leu, Forzani, & Kennedy, 2013).

348PERSPECTIVES ON SPECIAL ISSUESThe UnitedStatesIn the United States, the Common Core State Standards (CCSS) Initia-tive (2012) establishes more uniform standards across states to prepare students for college and careers in the 21st century. One of the key design principles in the CCSS, research and media skills, focuses on the integra-tion of online research and comprehension skills within the classroom such as locating, evaluating, synthesizing, and communicating:To be ready for college, workforce training, and life in a technologi-cal society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum. (CCSS, n.d., p.4)Three changes are especially noticeable in the English language arts standards of CCSS:1.There is a greater focus on reading informational texts.2.Higher-level thinking is emphasized.3.Digital literacies are integrated throughout the English language arts standards.

1.The Internet is this generation’s defining technology for literacy and learning within our global community.2.The Internet and related technologies require new literacies to fully access their potential.3.New literacies are deictic; they rapidly change.4.New literacies are multiple, multimodal, and multifaceted, and, as a result, our understanding of them benefits from multiple points of view.5.Critical literacies are central to new literacies.6.New forms of strategic knowledge are required with new litera-cies.7.New social practices are a central element of new literacies.8.Teachers become more important, though their role changes, within new literacy classrooms. (p.

However, this does not nec-essarily mean they are skilled in the effective use of online information, perhaps the most important aspect of the Internet. Studies show that stu-dents lack critical evaluation skills when reading online (Bennet, Maton, & Kervin, 2008; Forzani & Maykel, 2013; Graham & Metaxas, 2003) and that they are not especially skilled with reading to locate information

Finally, each online tool regularly is updated; each time this happens new affordances appear, requiring addi-tional skills and strategies.

We live during a time in which new technologies continuously appear online, requiring additional skills to effectively read, write, and learn, sometimes on a daily basis.

With Google Classroom, teachers can incorporate interactive reading lessons for students to work on comprehension and fluency skills while creating a fun, supportive, and engaging learning environment.

teacher and student modeling of online research and comprehension strategies (questioning, locating, critically evaluating, synthesizing, and communicating).

nternet Inquiry Projects are student interest driven, and are more authentic as a learning activity than traditional WebQuests.

considering the credibility (truthfulness) and validity (usefulness) of the information obtained.

identify an area of interest

Students collaboratively (with the instructor) identify an area of interest and co-construct a driving question to guide inquiry.

Students critically evaluate online information by considering the credibility (truthfulness) and validity (usefulness) of the information obtained.

Internet Inquiry Projects are student interest driven, and are more authentic as a learning activity

These learning activities and assessments are supercharged through the use of digital texts and tools, while building the web literacies of you and your students. As you become more familiar with Internet Inquiry Projects, you’ll find that you regularly use the web for teaching and learning every day.

The design, focus, and length of the Internet Inquiry Project should be determined by your student learning objectives, as well as your own technological, pedagogical, and content area knowledge (TPACK) and objectives.

This process involves the following five phases: Students collaboratively (with the instructor) identify an area of interest and co-construct a driving question to guide inquiry. Students engage in online collaborative inquiry as they search and sift through online texts using digital tools to address their focus of inquiry. Students critically evaluate online information by considering the credibility (truthfulness) and validity (usefulness) of the information obtained. Students synthesize what they have learned during their online inquiry by actively curating and synthesizing information across multiple, multimodal sources. Student engage in online content construction by synthesizing what they have learned and selecting the best digital text or tool before sharing this answer.

The Internet Inquiry Project is an online research project that helps students develop the important digital knowledge and skills needed as they build their web literacies. Internet Inquiry Projects are student interest driven, and are more authentic as a learning activity than traditional WebQuests. I

How can innovative teachers use Instagram?

That reluctance is understandable, but it is important for effective 21st century teachers to be adaptable, especially in our ever-evolving educational landscape.

IG combines the categorize-by-hashtag system used by Twitter with the image-driven nature of Pinterest to create a place where educators can come to network, share and discover new ideas, and interact with each other on a more personal level.

You can find many teachers with these qualities on social media platforms like Twitter and Pinterest, which are popular online communities that innovative educators use to build a personal learning network, share ideas, discover new technologies, and find inspiration.

how teaching comprehension skills for traditional print text might be beneficial for reading online, and if online reading might require additional or different instructional practices.

Teach a mini-lessons on the differences between .com, .gov, .org, and .edu domains

Additionally, because online reading occurs within rapidly changing technology that may or may not be familiar to teachers, and students are frequently engaged with outside of school, lessons that build on students’ prior knowledge of these technologies can and should be employed.

We uploaded a pre-publication draft of the column to allow for review, remix, and commentary.

Open learning, also known as open education, can be defined as a set of practices, resources, and scholarship that are openly accessible, free to use and access, and to re-purpose.

trauma-like symptoms from media exposure are common in children and adolescents.

time spent using social media and increased self-esteem, increased social capital

Hess is the first to admit that this strategy could easily be done with paper and pencil.

“Number two is to engage them in an active way with the text, and number three you want to encourage oral discourse. And number four you want them to do some reflection.”

It means teaching kids ways to break down a complex text, find key ideas, organize them and defend them.

It takes more self-control to stay focused when reading digitally, a challenge for many students used to quickly navigating around the Web.

Technology won’t repair those gaps.

Discourse is at the center of the strategies he teaches, which is why he’s not a fan of one-to-one programs that isolate kids on individual computers practicing rote skills through software.

“I don’t believe technology should ever be taught separately,” Hess said. Most of what he helps teachers learn are plain old good reading strategies, but he tries to highlight how practicing them in the digital space can make feedback easier and help students go further in their thinking.

“I don’t believe technology should ever be taught separately,”

But casual digital reading on the internet has instilled bad habits in many students, making it difficult for them to engage deeply with digital text in the same way they do when reading materials printed on paper.

To be honest, I had some trouble setting up my first project, and as a result my students got impatient, regardless, I wasn’t ready to throw in the towel; rather, I was even more committed to improving on our next project.

For collaborative projects, teachers can pair higher- and lower-functioning students, who will then work together to accomplish a common goal that is often bigger or better than what they could have done on their own.

“For more than a century, educators have strived to customize education to the learner. Connected Learning leverages the advances of the digital age to make that dream a reality — connecting academics to interests, learners to inspiring peers and mentors, and educational goals to the higher order skills the new economy rewards.

The key is to structure the activities collaboratively so that learners are mutually dependent on each other yet are held individually accountable.

First, students need to feel safe, but also challenged. Second, groups need to be small enough that everyone can contribute. Third, the task students work together on must be clearly defined.

Some require a thorough preparation, such as a long-term project, while others require less preparation, such as posing a question during lecture and asking students to discuss their ideas with their neighbors (see concept tests).

actively engage his/her peers, and to process and synthesize information rather than simply memorize and regurgitate it.

"Collaborative learning is based on the idea that learning is a naturally social act in which the participants talk among themselves (Gerlach, 1994). It is through the talk that learning occurs."

Educators talk about incorporating technology into lessons on a regular basis, but are you doing it in a meaningful way?

Many educators use the SAMR model and Bloom’s Taxonomy in tandem to make their technology integration more purposeful

CASE STUDY 6

Learners need support from peers and mentors to persist through setbacks and challenges. A survey of 30,000 college graduates found that a strong connection to a faculty member doubled the positive life outcomes of graduates.

The research is clear: Learning is irresistible and life-changing when it connects personal interests to meaningful relationships and real-world opportunity.

an age of abundant access to information and social connection that embraces the diverse backgrounds and interests of all young people.

Groups that foster connected learning have shared culture and values, are welcoming to newcomers, and encourage sharing, feedback and learning among all participants.

Feeling emotionally and physically safe and a sense of belonging Becoming more involved in the chosen interests they brought to YOUmedia Improving in at least one digital media skill Improving academic skills: better communication with adults and improved writing ability Understanding more about opportunities available to them after high school

A survey of 30,000 college graduates found that a strong connection to a faculty member doubled the positive life outcomes of graduates.

For example, when reading about games they enjoy playing, teenage boys read at a much higher level than their reading level in school.

Learners need support from peers and mentors to persist through setbacks and challenges

Elements of Connected Learning

an age of abundant access to information and social connection that embraces the diverse backgrounds and interests

social connection that embraces the diverse backgrounds

ased on her experiences writing online, Abigail decides she wants to become a professional writer. S

Learners need to feel a sense of belonging and be able to make meaningful contributions to a community in order to experience connected learning

. A growing body of research indicates that interest helps us pay attention, make connections, persist and engage in deeper learning.

Learners need support from peers and mentors to persist through setbacks and challenges

In math class, students are given challenging class problems that encourage them to seek ideas and advice from their group members.

the teacher also gives out a group-collaboration grade for each unit, which is worth 10 percent of a student’s grade.

Students quickly realize that they are able to solve problems as a group that they would not be able to solve as individuals.

To make this approach work, teachers must be willing to “cede the floor” to the students.

In math classes, students are grouped intentionally to provide a mix of skill levels, which helps them to be more sensitive to group members’ needs.

Letting Students Teach One Another

focus on the mathematical process

Harkness table (a large wooden table capable of seating the entire class),

encourage classroom collaboration by assigning students to groups to review their homework, do daily class worksheets, participate in moderated discussions, and complete hands-on projects. Often, teachers give students group tests, which, like the class worksheets, are designed to be harder than the individual assignments.

Other things to consider are the need to create an effective classroom geography, focus on the process, build accountability, let students teach one another, and encourage students to be in tune with one another.

n math and English, teachers cede the floor to students so they can teach one another

focus on the mathematical process and not just the “right answer.” In English, the discussions are open-ended, allowing for multiple right answers.

The collaborative-learning style incorporated into the fabric of the school helps students to be resilient by aiding them with identifying their resources (peers) and testing their theories to see if they are on the right track all while developing habits of mind that form the foundation of scholarship.

The key to successful technology integration is the efficient use of digital tools tools that are appropriate for the task.

SAMR is a model of tech integration designed by Dr. Ruben R. Puentedura, Ph.D. that is simple, easy to gauge, and offers all educators something to strive for.

I am very happy about Apple’s consistent use of the SAMR model as a framework for technology implementation because the clear and consistent message serves as a reminder to teachers about the expectation for each of us to achieve what we cannot achieve without new technology.

Teachers in the substitution and augmentation phase can use technology to accomplish traditional tasks,  but the real learning gains result from engaging students in learning experiences that could not be accomplished without technology.

The SAMR model  is a useful tool for helping teachers think about their own tech use as they begin to make small shifts in the design and implementation of  technology driven learning experiences to achieve the next level.

The key to successful technology integration is the efficient use of digital tools tools that are appropriate for the task.

At the Modification and Redefinition level, the task changes and extends the walls of the classroom.

engaging students in learning experiences that could not be accomplished without technology

The SAMR model  is a useful tool for helping teachers think about their own tech use

Researchers have determined that technology integration typically moves through specific levels. The higher the level of an activity the greater the educational benefit.

connected learning offers a way of connecting the often-fragmented spheres of home, school, and peer-based learning, leveraging the affordances of digital and networked media.

connected learning posits that the most meaningful and resilient forms of learning happen when a learner has a personal interest or passion that they are pursuing in a context of cultural affinity, social support, and shared purpose.

Collaborative Reasoning, the teacher poses a question likely to incite different points of view, and students provide reasons to support their positions. Collaborative reasoning aims to "encourage students to use reasoned discourse as a means for choosing among alternative perspectives on an issue" while drawing on personal experiences, background knowledge, and text for interpretive support

discussion-based teaching, including the Harkness Method, in which the role of the teacher in facilitating discussion is to serve "mostly as an observer," and act as little as possible.

discussion-based practices improve comprehension of the text and critical-thinking skills for students across ethnic backgrounds and socioeconomic contexts

More than 1200 studies comparing cooperative, competitive, and individualistic efforts have found that cooperative learning methods improve students' time on tasks and intrinsic motivation to learn, as well as students' interpersonal relationships and expectations for success

When compared to more traditional methods where students passively receive information from a teacher, cooperative, problem-based learning has been shown to improve student engagement and retention of classroom material

College Prep math teacher Betsy Thomas gives her students a group test prior to the individual test for each unit during the year.

You need a culture that values every student's strengths and a school community that believes everyone can learn from each other.

"We're really learning that you don't necessarily have to be right. You just have to believe in your conclusions and find ways to prove them."

In English classes, students are encouraged to share and to listen to each other's individual interpretations of the text, underscoring the notion that there can be multiple right answers.

In math, for instance, the teachers prompt the students to ask each other their questions before asking the teacher, so that students learn to rely on their own collective wisdom.

What you see and hear are the age-old power and impact of collaborative learning, where three boys, sharing strings and chalk, are bent over the blacktop surveying triangles, as the father of geometry, Euclid, might have directed them to do more than 2,000 years ago.

Tuition is about $34,000 per student and roughly 25 percent of students receive financial aid or scholarships. None have special needs or require English-language-learner services; 100 percent are admitted to college, most to top-tier universities.

Today, her students will become land surveyors, using rope and chalk to draw geometric shapes on the courtyard's blacktop.

7) When mobile technology is readily available and performing correctly in the classroom, students are able to access the most up-to-date information quicker and easier than ever before.

8) The traditional passive learning model is broken. With technology in the classroom the teacher becomes the encourager, adviser, and coach.

3) It gives students the opportunity to enhance the interaction with their classmates and instructors by encouraging collaboration.

1) If used correctly, mobile devices and the applications they support, will help prepare students for their future careers.

three key components of teacher knowledge: understanding of content, understanding of teaching, and understanding of technology.

a complex interaction among three bodies of knowledge: Content, pedagogy, and technology. The interaction of these bodies of knowledge, both theoretically and in practice, produces the types of flexible knowledge needed to successfully integrate technology use into teaching.

The development of TPACK by teachers is critical to effective teaching with technology.

Moreover, this knowledge is unlikely to be used unless teachers can conceive of technology uses that are consistent with their existing pedagogical beliefs (Ertmer, 2005).

Teachers often have inadequate (or inappropriate) experience with using digital technologies for teaching and learning.

particular technologies have their own propensities, potentials, affordances, and constraints that make them more suitable for certain tasks than others

Thus, effective teaching depends on flexible access to rich, well-organized and integrated knowledge from different domains (Glaser, 1984; Putnam & Borko, 2000; Shulman, 1986, 1987), including knowledge of student thinking and learning, knowledge of subject matter, and increasingly, knowledge of technology.

Pedagogical Knowledge

Email does not afford synchronous communication in the way that a phone call, a face-to-face conversation, or instant messaging does. Nor does email afford the conveyance of subtleties of tone, intent, or mood possible with face-to-face communication

are not even considered to be technologies

But now technology is advancing at such a rate that traditional ways of teaching and learning are not pushing students and teachers to their full potential.

For my classmates and me, computers were just tools to get things done

Organizing visual aesthetics and user experiences by using mockups, wireframes or pencil sketches/maps of digital content to be built.

Connected learning is realized when a young person is able to pursue a personal interest or passion with the support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement.

social support to overcome

young person is able to pursue a personal interest or passion with the support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement.