will understand the nature of prejudice,

we also consider the needs of our students when designing learning experiences

Clearly, students are our primary clients,

did the students learn and understand the desired knowledge

Given that there typically is more content than can reasonably be addressed, we are obliged to make choices. A useful framework for establishing curricular priorities may be depicted using the three nested rings shown in Figure 1.2

we must “mobilize educators, policymakers, and others to address this threat to democracy.

we should also be engaging them in discussions about how they should react when presented with a new source and what kinds of questions to be asking (going beyond “who wrote this?” for example, to “who’s behind this URL?”). The most important aspect for educators to embrace is that every text used in a classroom is constructed, so we must be aware of not only the authors’ biases, but of our own.

what is real from what is fake, be aware of the hazy lines between entertainment and news, and be adept at applying these skills to the mountain of information we are constantly exposed to.

I’ve found it helpful to focus on what the National Association for Media Literacy in Education defines as “the core principles of media literacy education.” Essentially, this is as close as we have to a set of standards for media literacy.

is a powerful call to action for all educators, not just those of us in media-focused classrooms: media literacy must be valued and taught right alongside the traditional reading, writing, and listening standards.

“Overall, young people’s ability to reason about the information on the internet can be summed up in one word: bleak,” the report reads. In other words, my students are far from the only ones taking the internet’s word for it.

“Fake news” is everywhere, and unfortunately we have not prepared our students, parents, and teachers to fully understand the risks of this new and increasingly influential type of media.

create a dialogue based on inaccuracies

We were quickly able to debunk the killer clown story, but it’s not always so easy to help students tell fact from fiction.

Media Literacy Education affirms that people use their individual skills, beliefs and experiences to construct their own meanings from media messages.

Media Literacy Education recognizes that media are a part of culture and function as agents of socialization.

Media Literacy Education builds and reinforces skills for learners of all ages.

The purpose of media literacy education is to help individuals of all ages develop the habits of inquiry and skills of expression that they need to be critical thinkers, effective communicators and active citizens in today’s world.

Digital literacy is not about the skills of using technologies, but how we use our judgment to maintain awareness of what we are reading and writing, why we are doing it, and whom we are addressing.

powerful authors block alternative viewpoints.

It means opening dialogue about why we write in public, to what end, and for whose benefit.

I avoid putting my students in high-risk situations, but this does not mean avoiding teaching digital literacy.

Do our students recognize the ways in which Facebook’s privacy settings continually shift without user permission, and what posting a photo today might mean for their future employment opportunities?

When they tweet to people from another country in another time zone, what kind of context do they need to consider?

Instead of teaching how to use a hashtag and how to tweet and retweet, I give my students meaningful tasks to help their learning

Who puts themselves at risk when they do so?

Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.

Digital literacies are not solely about technical proficiency but about the issues, norms, and habits of mind surrounding technologies used for a particular purpose.

It means opening dialogue about why we write in public, to what end, and for whose benefit.

Teaching digital literacy does not mean teaching digital skills in a vacuum, but doing so in an authentic context that makes sense to students.

means talking about audience—whom they are addressing and who are people who might accidentally come across their blogs or tweets.

Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.

Knowing how to read, write, and participate in the digital world has become the 4th basic foundational skill next to the three Rs—reading, writing, and arithmetic

Examples of these skills include collaboration, communication, creativity, and problem-solving.

open access to the skills and know-how needed to use the web to improve their lives, careers, and organizations.

eb remains a healthy open and public resource fo

these digital-age skills help us live and work in today’s world.

They can evaluate web content, and identify what is useful and trustworthy.

21C Skills emerge as skills critical to success in today’s world. They enable individuals to become teachers, advocates, and community leaders to leverage and advance the web as an open and public resource.

In my own experience I frequently come back and revise my six words as my career and life changes.

Identify the major parts of the digestive system(e.g., esophagus, intestine, mouth, stomach

D-3.1.1Identify the basic parts of the respiratory system (e.g., lungs, bronchioles, diaphragm)

D3.1-7Demonstrate accurate memorization and replication of brief movement sequences

VA3-6.1Identify similarities and connections between the visual arts and other subjects in the school curriculum

the ways that his or her use of organizational principles and expressive features evoke the ideas he or she intended to convey in a work of visual art

Use his or her own ideas in creatingworks of visual art

Is anything important slip-ping through the cracks because it is not being assessed?

alignment

Doing so invariably sharpens and focuses teaching.

but to be able to use one’s learning in other settings.

but to be able to use one’s learning in other settings.

clarity about priorities.

without offering a rigid process or prescriptive recipe

Understanding cannot simply be told; the learner has to actively construct meaning (or misconceptions and forget-fulness will ensue)

three-stage design process (Desired Results, Evidence, and Learning Plan). This process helps avoid the common problems of treating the textbook as the curriculum rather than a resource, and activity-oriented teaching in which no clear priorities and purposes are apparent.

Definitely read more of her work

The TPACK framework for teacher knowledge is described in detail, as a complex interaction among three bodies of knowledge: Content, pedagogy, and technology.

When workplaces and our civic and educational institutions draw from and connect to young people’s peer culture, communities and interest-driven pursuits, learners flourish and realize their true potential.

Connected learning environments link learning in school, home and community because learners achieve best when their learning is reinforced and supported in multiple settings. Online platforms can make learning resources abundant, accessible and visible across all learner settings.

The most engaged learning happens while doing something for a meaningful goal or purpose, whether that is creating something, contributing to a community, or engaging in a friendly competition.

Powered with possibilities made available by today’s social media, this peer culture can produce learning that’s engaging and powerful.

Connected learning prizes the learning that comes from actively producing, creating, experimenting and designing because it promotes skills and dispositions for lifelong learning and for making meaningful contributions to today’s rapidly changing work and social conditions.

Interests foster the drive to gain knowledge and expertise. Research has repeatedly shown that when the topic is personally interesting and relevant, learners achieve much higher-order learning outcomes. Connected learning views interests and passions that are developed in a social context as essential elements.

Traditional education is failing to engage many students as they enter their middle school, high school, and college years. The culture clash between formal education and interest-driven, out-of-school learning is escalating in today’s world where social communication and interactive content is always at our fingertips. We need to harness these new technologies for learning rather than distraction.

The “connected” in connected learning is about human connection as well as tapping the power of connected technologies. Rather than see technology as a means toward more efficient and automated forms of education, connected learning puts progressive, experiential, and learner-centered approaches at the center of technology-enhanced learning.

Connected learning is when someone is pursuing a personal interest with the support of peers, mentors and caring adults, and in ways that open up opportunities for them

Traditional education is failing to engage many students as they enter their middle school, high school, and college years. The culture clash between formal education and interest-driven, out-of-school learning is escalating in today’s world where social communication and interactive content is always at our fingertips. We need to harness these new technologies for learning rather than distraction.

Young people learn best when actively engaged, creating, and solving problems they care about, and supported by peers who appreciate and recognize their accomplishments.

YouMedia l

The “connected” in connected learning is about human connection as well as tapping the power of connected technologies. Rather than see technology as a means toward more efficient and automated forms of education, connected learning puts progressive, experiential, and learner-centered approaches at the center of technology-enhanced learning.

Connected learning is when someone is pursuing a personal interest with the support of peers, mentors and caring adults, and in ways that open up opportunities for them.

“When am I ever going to use this stuff in real life?”

With project based learning, the content is baked inside of a long-term project, a real-world problem students need to solve in a creative and authentic way. In the process of solving the problem, students also meet required standards, but this work is integrated into the project, not separate from it.

Careful, though: The “project” in many cases is often something like a poster that merely regurgitates the facts students were taught in the unit.

he research on project based learning tells us that it closes the achievement gap for underserved populations, improves understanding and retention of content, and increases motivation for all students.

It is becoming abundantly clear to educators and employers that students need to be able to do more than spit out facts.

Even if we are able to design a project that has them apply their knowledge in real-world ways, the project is often hypothetical—students know it’s still a school assignment, so they aren’t as engaged as they would be if it were real. Project based learning doesn’t just add a dose of relevance to the standard model; it builds the learning within a relevant context from the very start, so students are naturally more engaged.

To do this, they would need to study microbiology to understand how viruses work, research prevention tools, then use their writing and speaking skills to determine the most effective means to convince their peers to change their habits; this may come in the form of a video or poster series.

A PBL project might ask students to educate their peers on the best ways to prevent the spread of viruses in school.

With project based learning, the content is baked inside of a long-term project, a real-world problem students need to solve in a creative and authentic way. In the process of solving the problem, students also meet required standards, but this work is integrated into the project, not separate from it.

In a traditional classroom, we deliver content to students, give them opportunities to practice or apply what they learned, and eventually conduct a summative assessment—this could take the form of a test or it could be more of a performance assessment, like an essay, a speech, or a project of some kind.

In the top 10 were qualities like the ability to work on a team, problem-solving skills, written and verbal communication skills, and initiative. All of these are developed beautifully in project based learning.

With project based learning, the content is baked inside of a long-term project, a real-world problem students need to solve in a creative and authentic way. In the process of solving the problem, students also meet required standards, but this work is integrated into the project, not separate from it.

PBL promotes educational equity.

Project Based Learning’s time has come.

Specifically, these skills are described as:

how to read, write, and participate in the digital world has become the 4th basic foundational skill next to the three Rs—reading, writing, and arithmetic

we need to provide people with open access to the skills and know-how needed to use the web to improve their lives, careers, and organizations.

1) develop more educators, advocates, and community leaders who can leverage and advance the web as an open and public resource, and 2) impact policies and practices to ensure the web remains a healthy open and public resource for all.

During the PBL assessment step, evaluate the groups’ products and performances. Use rubrics to determine whether students have clearly communicated the problem, background, research methods, solutions (feasible and research-based), and resources, and to decide whether all group members participated meaningfully. You should consider having your students fill out reflections about their learning (including what they’ve learned about the content and the research process) every day, and at the conclusion of the process.

After researching, the students create products and presentations that synthesize their research, solutions, and learning.

PBL research begins with small-group brainstorming sessions where students define the problem and determine what they know about the problem (background knowledge), what they need to learn more about (topics to research), and where they need to look to find data (databases, interviews, etc.). Groups should write the problem as a statement or research question. They will likely need assistance.

If PBL is new to your students, you can practice with an “easy problem,” such as a scenario about long lines in the dining hall.

Next you design the PBL scenario with an embedded problem that will emerge through student brainstorming. Think of a real, complex issue related to your course content. It’s seldom difficult to identify lots of problems in our fields; the key is writing a scenario for our students that will elicit the types of thinking, discussion, research, and learning that need to take place to meet the learning outcomes.

After determining whether your course has learning outcomes that fit with PBL, you will develop formative and summative assessments to measure student learning. Group contracts, self/peer-evaluation forms, learning reflections, writing samples, and rubrics are potential PBL assessments.

By breaking down the PBL cycle into six steps, you can begin to design, implement, and assess PBL in your own courses.

How will we know if stu-dents have achieved the desired results? What will we accept as evidence of stu-dent understanding and their ability to use (transfer) their learning in new situations? How will we evaluate student performance in fair and consistent ways?

What should students know, understand, and be able to do? What is the ultimate transfer we seek as a result of this unit? What enduring under-standings are desired? What essential questions will be explored in-depth and provide focus to all learning?

s. The teacher as designer is similarly constrained. We are not free to teach any topic we choose. Rather, we are guided by national, state, district, or institutional standards that specify what students should know and be able to

ts learn and understand the desired knowledg

To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you're going so that you better understand where you are now so that the steps you take are always in the right direc

. Lessons are carried out through play-based activities that are rooted in basic social skills like sharing, taking turns, self-control, making friends, following instructions and getting along with others.

hat support learning — free-to-fail, spontaneous, enjoyable, challenging, intrinsically motivated, engaging, imaginative and social,” explains Dr. Craig Bach, vice president of education of The Goddard School.

First, students must perceive the work as personally meaningful, as a task that matters and that they want to do well. Second, a meaningful project fulfills an educational purpose.

The perfor-mance tasks ask students to apply their learning to a new and authentic situation as means of assessing their understand-ing and ability to transfer their learning.

Six facets of under-standing—the capacity to explain, interpret, apply, shift perspective, empa-thize, and self-assess—can serve as indicators of understanding.

The 21C Skills, combined with the web literacy skills, are the nexus for entry-level digital-age skills. They are a set of abilities such as problem-solving, creativity, collaboration, or communication that people need to develop in order to succeed in the information age.

Good online readers know the tools and strategies that can be used to search for and locate people, resources, and information. They then know how to judge the credibility of these sources

The classroom culture should value questioning, hypothesizing, and openness to new ideas and perspectives.

A project should give students opportunities to build such 21st century skills as collaboration, communication, critical thinking, and the use of technology, which will serve them well in the workplace and life

Teachers can powerfully activate students' need to know content by launching a project with an "entry event" that engages interest and initiates questioning.

But it is the process of students' learning and the depth of their cognitive engagement— rather than the resulting product—that distinguishes projects from busywork.

But it is the process of students' learning and the depth of their cognitive engagement— rather than the resulting product—that distinguishes projects from busywork.

closes the achievement gap for underserved populations, improves understanding and retention of content, and increases motivation for all students.

In the top 10 were qualities like the ability to work on a team, problem-solving skills, written and verbal communication skills, and initiative.

Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge.

Construction also brings in the role of groups of learners in the process of learning and as a result includes elements of social and cognitive constructivism. Learners are encouraged to be creative as they build and revise content.

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.

As a consequence, the traditional emphasis on alphabetical literacy (letter sounds in words in sentences in texts in literatures) would need to be supplemented in a pedagogy of Multiliteracies by learning how to read and write multimodal texts which integrated the other modes with language.

literacy curriculum taught to a singular standard (grammar, the literary canon, standard national forms of the language), the everyday experience of meaning making was increasingly one of negotiating discourse differences.

The world was changing, the communications environment was changing, and it seemed to us to follow that literacy teaching and learning would to have to change, as well.

. In short, if students are to learn, they must write

As opposed to traditional writing, when students construct online content they are asked to design multimodal representations of their work product, which convey not only the knowledge they learned during the work process, but also reflective of the conventions and critiques of the genre of the online information space they used in the design

OCC was developed to define the abilities necessary to communicate the information assembled while searching, sift-ing, and synthesizing knowledge gained during the online inquiry process

277Online Content ConstructionOnline Content Construction (OCC) is necessary. OCC is defined as the skills, strategies and dispo-sitions necessary as students construct, redesign, or reinvent online texts by actively encoding and decoding meaning through the use of digital texts and tools

If your students are like mine, most of them are doing the majority of their research online. And, if yours are like mine, they could use a little help. I’ve found that my students appreciate being introduced to tools that help them manage and organize the information that they’re finding.

What specific literacy knowledge and skills do our students need to create this text,  in this context? What prior knowledge and experience, do students have? What is the purpose of the text? Who is it for? What is the content? From this basis, we can then design teaching and learning activities to develop these specific literacy outcomes.

Construction also brings in the role of groups of learners in the process of learning and as a result includes elements of social and cognitive constructivism. Learners are encouraged to be creative as they build and revise content.

identifying construction as opposed to creation is also of the utmost importance. Creation can be viewed simply as the act of producing, or causing to exist.  Construction is the building or assembling of an infrastructure. Construction is equal parts inspiration and perspiration. 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.

creativity, composition, and design skills students need…we have been developing online content construction (OCC)

We remix language every time we draw on it, and we remix meanings every time we take an idea or an artefact or a word and integrate it into what we are saying and doing at the time. At a more specific level we now have digital remix enabled by computers. This includes, but goes far beyond simply mixing music. It involves mixing digital images, texts, sounds and animation; in short, all manner of found artefacts.

a very general level all of culture can be understood in terms of remix, where someone creates a cultural product by mixing meaningful elements together (e.g., ideas from different people with ideas of one’s own), and then someone else comes along and remixes this cultural artefact with others to create yet another artefact.

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

modeling, thinking aloud,demonstrating, and creating meaning

Teachers model and explain the strategies, coachstudents in their use, and help students use themflexibly.

reader, text, context, and transaction)

his also draws on tenets from Understanding by Design (UbD) as you begin with the end in mind and think about where you would like to bring students by the end of the project.

It should also be noted that Internet Inquiry Projects are not only appropriate but also vital for use in classrooms from Pre-K up through higher ed. It is the responsibility of educators in all grades and content areas to modify as needed for learners.

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.

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 Reciprocal Teaching

In my classroom, we spend a lot of time talking about how to summarize a text by finding pertinent points and casting them in one’s own words.

The transformation of a page by Readability is pretty dramatic, and its use can lead to a focused conversation in the classroom about what has been removed, and why, and what has remained, and why. This forced awareness of the construction of a web page is valuable knowledge for young users of the web.

Reading is more individualized, often with one student at one computer.

As educators, we need to take a closer look at what online reading is all about and think about how we can help our students not only navigate with comprehension but also understand the underlying structure of this world.

Readers read for different purposes. Sometimes they read for pleasure. Sometimes they read for information. Their reason for reading impacts the way they read. They may skim or read carefully depending on why they are reading. Throughout this process, readers monitor the meaning they are constructing. When the text does not meet their purposes, they may switch to another text. Readers expect what they are reading to make sense. They use a repertoire of strategies, such as rethinking, re-reading or reading on to clarify ideas, to make sure they understand what they read in order to accomplish their purposes.1

This phase involves students in a larger project based on their own interests and learning from the two earlier stages.

Mini-lessons by teachers in this stage also allow for the nurturing of the guided discovery process.

we need to take a closer look at what online reading is all about and think about how we can help our students not only navigate with comprehension but also understand the underlying structure of this world.

Pedagogical knowledge (PK) is teachers’ deep knowledge about the processes and practices or methods of teaching and learning.

rethinking teacher education

effective teaching depends on flexible access to rich, well-organized and integrated knowledge from different domains

technological tools can provide a greater degree of flexibility in navigating across these representations.

FITness, therefore, requires a deeper, more essential understanding and mastery of information technology for information processing, communication, and problem solving than does the traditional definition of computer literacy.

PCK is the notion of the transformation of the subject matter for teaching

Pedagogical knowledge (PK) is teachers’ deep knowledge about the processes and practices or methods of teaching and learning. They encompass, among other things, overall educational purposes, values, and aims.

knowledge of concepts, theories, ideas, organizational frameworks, knowledge of evidence and proof, as well as established practices and approaches toward developing such knowledge.

there are three main components of teachers’ knowledge: content, pedagogy, and technology. Equally important to the model are the interactions between and among these bodies of knowledge,

this knowledge is unlikely to be used unless teachers can conceive of technology uses that are consistent with their existing pedagogical beliefs

By their very nature, newer digital technologies, which are protean, unstable, and opaque, present new challenges to teachers who are struggling to use more technology in their teaching.

This paper describes a framework for teacher knowledge for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge)

building connections across different sites of learning.

Young people learn best when actively engaged, creating, and solving problems they care about, and supported by peers who appreciate and recognize their accomplishments

While wealthy families are embracing the potential of new technologies for learning, and investing more and more in out-of-school and connected learning, less privileged kids are being left behind. Access to specialized, interest-driven and personalized learning used to be difficult and scarce. But in today’s networked world, there’s no reason why all children should not have the opportunity to pursue connected learning.

We need to harness these new technologies for learning rather than distraction.

.The “connected” in connected learning is about human connection as well as tapping the power of connected technologies. Rather than see technology as a means toward more efficient and automated forms of education, connected learning puts progressive, experiential, and learner-centered approaches at the center of technology-enhanced learning.

Starting from the traditional view which focused on the printed form of a text

Additional reading skills and strategies are required to generate effective keyword search strategie

Critically evaluating online information includes the ability to read and evaluate the level of accuracy, reliability, and bias of information

One of the most consistent patterns in reading research is the finding that the prior knowl-edge we bring to a text profoundly shapes our interpretation.

A useful first step is to use online resources to teach CCSS foundational offline reading skills in PreK, kindergarten, and first grade.

online reading compre-hension is online research. Second, online reading also becomes tightly integrated with writing as we communicate

As we try to understand these New Literacies we encounter a conundrum: How can we develop adequate understanding when the very object that we seek to study continuously changes

Although children may be at the one-word stage in their productive language, research suggests that they are perceiving and processing language in five-to six-word segments

It is important for teachers and parents to realize that although children's speech production is lim-ited, comprehension of others' speech is much higher.

Concept labels (i.e .• words) and schemata are culture and language specific

As children process this information cognitively, they develop ways of categorizing these stimuli into abstract conceptual group-ings, or schemata.

Young children are more likely to have ear infections than older children

In this way, Ryan explored the specific sounds that are associated with each alphabetic letter

lfocoptivc> language knowledge of tho sounds of a language begins to develop as lho infant hoars lho :;pooch of others around him

talking directly to their children only after they were capable of actually producing speech.

reported that "children from more stimulating and responsive homes ... [had) larger vocabularies, [used] more irregular nouns and verbs, {used] longer utterances, and [had] increased rates of acquiring irreg-ular forms ... than children from less responsive and less stimulating homes"

eyo conlact/

As with all verbal communication with young children, nonver-bal communication is successful only if the people involved in the interaction are engaged in eye contact and shared reference.

Pointing gestures are used to indicate or draw attention to an object or entity, while reaching gestures are associated with requests

It is important to remember that during these toddler years, a child's language environment continues to influence her development of language knowledge.

Children's speech during the toddler years is characterized by longer utterances and utterances with specific syntactic features.

t is important for teachers and parents to realize that although children's speech production is lim-ited, comprehension of others' speech is much higher.

Over lime, these repeated pairings result in the infant's responding when tho word cracker is heard with no visible snack present.

mile and make eye contact (in the mirror) es I made the sounds.

The SAMR model truly covers the entire spectrum of tech integration

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

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

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

she concluded that children from ages 8 to 12 learn a second language more quickly than do children ages 4 to 7.

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he three types of learning strategies that involve specific language competencies related to academic English register are:

Because we each have learned language in our early years within our home and cultural sellings. we may grow up thinking lhal our way of speaking and using Ian· guage is the "norm" (Gordon, 200G) and are surprised when someone suggests that we speak. wilh a dialect.

For example, phonologica~ differences are heard in the way words are articu-lated. For example, the word creek may be pronounced with an extended e sound ("creek," as in beet) or with the short i sound (as in pick), as "crick." Semantic dif-ferences occur when different labels are used to refer to the same object or action. In some locales in the United States, a drinking fountain is referred to as a bubbler. Syntactic differences involve differences in the way sentences are structured, For example, "I don't got no time to help" and "I have no time to help" reflect syntac-tic differences. Morphemic differences are found in the way verb endings or other inflectional endings are used, such as gonna or goin' compared with going to and going. When people are communicating in different dialects, these differences may result in communication that requires more negotiation or clarification.