Shared Purpose

Shared Practices

Sponsorship of Youth Interests

Connected learning does not rely on a single technology or technique. Rather, it is fostered over time through a combination of supports for developing interests, relationships, skills, and a sense of purpose

Youth who participated at YOUmedia saw clear results.

YOUmedia centers on digital media production such as music, art, poetry and journalism. Young people can “hang out socially, mess around with new projects and geek out” in areas of specialization when they want to take the leap

Success beyond the classroom requires tangible connections to real-world career and civic opportunities. The Digital Youth Network provided in- and out-of-school connected learning experiences to low-income students in Chicago.

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

Learning is motivating when it grows out of personal interest. A growing body of research indicates that interest helps us pay attention, make connections, persist and engage in deeper learning. For example, when reading about games they enjoy playing, teenage boys read at a much higher level than their reading level in school.

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

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

a supportive community on Wattpad, an online publishing app

Connected learning combines personal interests, supportive relationships, and opportunities. It is learning in an age of abundant access to information and social connection that embraces the diverse backgrounds and interests of all young people.

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

They do this by being sponsors of what youth are genuinely interested in — recognizing diverse interests and providing mentorship, space, and other resources.

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

Learning is irresistible and life-changing when it connects personal interests to meaningful relationships and real-world opportunity

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

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.

connected learning is about examining learning that cuts across the contexts of home, school, and peer culture, looking at the links and disjunctures between them. 

SAMR in 120 Seconds

Connected Learning in Teaching Practice

We need to teach youth to fish for mentors and we need to stock the pond with more mentors.

expenditures for youth in higher-income households has increased 700% more than that of lower-income households.

The presence of just one “stable, anchoring relationship” can be a gateway to crucial forms of support for academic and career success.

and mentoring has become a critical ingredient for such success

“value intervention,” because it helps students see the value of what they’re learning

The intervention actually undermined interest in math among students who did not consider themselves skilled in the subject, making such students feel threatened and leading them to withdraw.

is to make sure that students have sufficient background knowledge to stimulate interest and avoid confusion.

The curious individual is motivated to obtain the missing information to reduce or eliminate the feeling of deprivation.”

Silvia suggests that one reason that growing knowledge leads to growing interest is that new information increases the likelihood of conflict—of coming across a fact or idea that doesn’t fit with what we know already. We feel motivated to resolve this conflict

novel, complex, and comprehensible.

interest is a more powerful predictor of future choices than prior achievement or demographic variables.”

Parents and educators can do this by exposing students to a wide variety of topics. It is true that different people find different things interesting—one reason to provide learners with a range of subject matter, in the hope that something will resonate.

that interest can help us think more clearly, understand more deeply, and remember more accurately

In a world too full of information, interests usefully narrow our choices: they lead us to pay attention to this and not to that.

Parents, educators and managers can also promote the development of individuals’ interests by supporting their feelings of competence and self-efficacy, helping them to sustain their attention and motivation when they encounter challenging or confusing material.

he intervention actually undermined interest in math among students who did not consider themselves skilled in the subject, making such students feel threatened and leading them to withdraw.

Try sharing your own personal interests with young people through casual conversations, hands-on demonstrations, and special trips.

arents and educators can do this by exposing students to a wide variety of topics. It is true that different people find different things interesting—one reason to provide learners with a range of subject matter, in the hope that something will resonate.

interest is a more powerful predictor of future choices than prior achievement or demographic variables.”

making connections between old and new knowledge

eelings that characterize interest are overwhelmingly positive: a sense of being energized and invigorated, captivated and enthralled.

Interest is a psychological state of engagement, experienced in the moment, and also a predisposition to engage repeatedly with particular ideas, events, or objects over time.

The introduction of the Internet, for example – particularly the rise of online learning – is an example of the arrival of a technology that forced educators to think about core pedagogical issues, such as how to represent content on the Web and how to connect students with subject matter and with one another

The choice of technologies affords and constrains the types of content ideas that can be taught. Likewise, certain content decisions can limit the types of technologies that can be used.

content

Many approaches to teachers’ professional development offer a one-size-fits-all approach to technology integration when, in fact, teachers operate in diverse contexts of teaching and learning.

Teachers often have inadequate (or inappropriate) experience with using digital technologies for teaching and learning. Many teachers earned degrees at a time when educational technology was at a very different stage of development than it is today.

reate

formative

We expect it will influence their language, imagery, games, social interactions, relationships, et

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.

Identify and discuss the relevanceandappropriateness of various electronic information sources (e.g., online databases such as Discus; web search engines).

Digital

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.

Although Wikipedia is not a scholarly source, it is usually a good enough first stop to learn about something. However, students need to know how it is updated. They need to recognize that there are back-channel discussions about what ends up appearing on the site. These discussions can be fraught with power dynamics, resulting in controversial issues appearing unbalanced as more powerful authors block alternative viewpoints.

It is important for students to recognize that although technology gives us a lot of power, it also restricts us in many ways, and we need to question how the affordances of technology modify our communication and our behavior.

I place students in authentic situations as much as possible. When they tweet and blog, they have a public audience beyond our class. I ask students to tweet to other educators and learners (locally and internationally). They tweet about their burning questions and seek feedback on what they are working on for class.

We also need to recognize the risks of blogging/tweeting, which include opening avenues for abuse. We should not be throwing students into the public domain to discuss sensitive topics without having conversations with them on what they might face and which of these risks they are willing to take, how they would handle it, and how they might support each other. Then we should give them a private option if they so choose.

do we remind them of the risks of placing their information online and give them choices of how much personal information to reveal?

Digital skills would focus on which tool to use (e.g., Twitter) and how to use it (e.g., how to tweet, retweet, use TweetDeck), while digital literacy would include in-depth questions: When would you use Twitter instead of a more private forum? Why would you use it for advocacy? Who puts themselves at risk when they do so?

Unfortunately, many focus on skills rather than literacies. Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom

Although Wikipedia is not a scholarly source, it is usually a good enough first stop to learn about something.

do we remind them of the risks of placing their information online and give them choices of how much personal information to reveal?

After students have the skill to use multiple platforms, I allow them the choice of which platform to use for the support they need, but I make sure they ask questions.

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.

After students have the skill to use multiple platforms, I allow them the choice of which platform to use for the support they need, but I make sure they ask questions. When is it best to do a Google search versus ask a question on Twitter? Why would students tweet to a particular hashtag or person versus another? When they tweet to people from another country in another time zone, what kind of context do they need to consider? What should they add, remove, or modify in order to communicate better?

Think of the use of social media during the Arab Spring. People used social media in a way that went far beyond knowing how to click and deep into civic uses and navigating ways to communicate with others under the radar of a communication-hindering government. It was a way of both encouraging one another to remain critical and supporting one another through adversity in creative ways.

Digital skills would focus on which tool to use (e.g., Twitter) and how to use it (e.g., how to tweet, retweet, use TweetDeck), while digital literacy would include in-depth questions: When would you use Twitter instead of a more private forum? Why would you use it for advocacy? Who puts themselves at risk when they do so?

Societies must teach their children from a young age how to perform research, understand sourcing, triangulate information, triage contested narratives and recognize the importance of where information comes from, not just what it says.

Teacher preparation—Preservice teacher education and in-service professional development are needed to provide educators with the media literacy and technology skills to select, use, integrate, and evaluate technology tools for young children.

I facilitate the discussion about the picture, adjusting my level of questioning for each child. This activity provides a natural way to assess a variety of communication skills, such as a student’s ability to recall events and answer a variety of wh questions.

classroom job called the journalist. The journalist is responsible for taking pictures on the tablet during center time to document the activities of the other students in the class, and reporting about one picture during closing circle.

Examining and understanding the consequences of sharing data online.

“Write” is how we build the web. Web literate individuals can transform a word into a hyperlink and add media to websites. As abilities are honed, one becomes more adept at remixing other users’ content and understanding or writing code.

To hold information-age jobs, people also need to think deeply about issues, solve problems creatively, work in teams, communicate clearly in many media, learn ever-changing technologies.

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

Participating on the web allows users to remix, modify, and share content, and the skills and competencies in this strand drive the open web.

Creating mental and physical representations of digital content focused on accessibility and approachability

Writing on the web enables one to build and create content to make meaning.

Evaluate Comparing and evaluating information from a number of sources online to test credibility and relevance.

Synthesize Integrating separate and unique information from multiple online sources.

Understanding the basic structure of the web and being able to understand how this affects reading online

Using questions and keywords to find the information you need.

What we concluded is that people needed the map to be more approachable, accessible, and applicable for learning and teaching web literacy skills.

Specifically, these skills are described as:

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

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—in a rapidly evolving, networked world. Having these skills on the web expands access and opportunity for more people to learn anytime, anywhere, at any pace.

To help people become good citizens of the web, Mozilla focuses on the following goals: 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. In order to accomplish this, 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.

reach and meet the growing number of diverse audiences using the web.

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.

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

“Read” is how we explore the web. Web literate individuals understand basic web mechanics such as the difference between names and addresses on the web, and how data is linked and moves through the infrastructure of the web. They can evaluate web content, and identify what is useful and trustworthy. “Write” is how we build the web. Web literate individuals can transform a word into a hyperlink and add media to websites. As abilities are honed, one becomes more adept at remixing other users’ content and understanding or writing code.

a rapidly evolving, networked world. Having these skills on the web expands access and opportunity for more people to learn anytime, anywhere, at any pace. Combined with 21C leadership Skills (i.e. critical thinking, collaboration, problem solving, creativity, communication), these digital-age skills help us live and work in today’s world.

To help people become good citizens of the web

to reach and meet the growing number of diverse audiences using the web.

Identifying rights retained and removed through user agreements.

sharing data online.

Understanding and respecting community behaviors when expressing opinions in online discussions.

Evaluate

good citizens of the web

A textbook should be viewed as a guide, not the curriculum.

Have self-knowledge by showing meta-cognitive awareness, using productive habits of mind, and reflect-ing on the meaning of the learning and experience.

Essential companion questions are used to engage learners in thoughtful “meaning making”

The UbD framework reflects a continual improvement approach to student achieve-ment and teacher craft. The results of our designs—student performance—inform needed adjustments in curriculum as well as instruction so that student learning is maximized

Effective curriculum is planned backward from long-term, desired results through a 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.

Teachers must have access to high-quality UbD curriculum materials. Weak or flawed examples convey the wrong idea of what UbD curriculum should look like, and teachers who use imperfect resources

This, too, is false. Indeed, the data from released national tests show conclusively that the students have the most difficulty with those items that require understanding and transfer, not recall or recognition.

This perceived incompatibility is based on a flawed assumption that the only way to raise test scores is to cover those things that are tested and practice the test format.

In Stage 3 of backward design, teachers plan the most appropriate lessons and learning activities to address the three different types of goals identified in Stage 1: transfer, meaning making, and acquisition (T, M, and A).

Teaching for understanding requires that students be given numerous opportunities to draw inferences and make generaliza-tions for themselves (with teacher sup-port).

Can explain concepts, principles, and processes by putting it their own words, teaching it to others, justifying their answers, and showing their reasoning.• Can interpret by making sense of data, text, and experience through images, analogies, stories, and models.• Can apply by effectively using and adapting what they know in new and complex contexts.• Demonstrate perspective by seeing the big picture and recognizing differ-ent points of view.• Display empathy by perceiving sensitively and walking in someone else’s shoes.• Have self-knowledge by showing meta-cognitive awareness, using productive habits of mind, and reflect-ing on the meaning of the learning and experience.

Stage 1 focuses on “transfer of learning.” Essential companion questions are used to engage learners in thoughtful “meaning making” to help them develop and deepen their understanding of important ideas and processes that support such transfer.

o recognize that factual knowledge and skills are not taught for their own sake, but as a means to larger ends

Teachers are coaches of understanding, not mere purveyors of content knowl-edge, skill, or activity. They focus on ensuring that learning happens, not just teaching (and assuming that what was taught was learned); they always aim and check for successful meaning making and transfer by the learner.

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

Effective curriculum is planned backward from long-term, desired results through a 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.

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

think purposefully about curricular plan-ning. The UbD framework helps this process without offering a rigid process or prescriptive recipe.

focus on teaching and assessing for understanding and learning transfer, and 2) design curriculum “backward” from those ends

code the various events in their learning plan with the letters T, M, and A to ensure that all three goals are addressed in instruction

In the UbD framework, we have identified six facets of understanding for assessment purposes

Doing so invariably sharpens and focuses teaching.

The relationship between the arts and culture is mutually dependent; culture affects the arts, and the arts reflect and preserve culture.

the Stage 1 con-tent and understanding must be what is assessed in Stage 2 and taught in Stage 3.

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.

“always connected” individuals

Simply stated, students are often not provided with opportunities in school to practice the web literacies necessary to read, write, and participate on the web. The Mozilla Foundation and community of volunteers have worked to address this paradox by creating a Web Literacy Map. These efforts seek not to simply understand the web but to empower adolescents to help build a better open web.

The World Wide Web has become this generation’s defining technology for literacy. This technology facilitates access to an unlimited amount of online information in a participatory learning space.

Yet, as early adopters, history’s first generation of “always connected” individuals do not have the knowledge and skills to critically explore, build, and connect online. Simply stated, students are often not provided with opportunities in school to practice the web literacies necessary to read, write, and participate on the web.

Simply stated, students are often not provided with opportunities in school to practice the web literacies necessary to read, write, and participate on the web.

Definitely read more of her work

Simply stated, students are often not provided with opportunities in school to practice the web literacies necessary to read, write, and participate on the web.

Labaree argues that American education has had three goals that have shifted in importance over time: democratic equality, social efficiency, and social mobility. Democratic equality supports the idea that education is a public good, necessary for creating informed citizens.

Thus, we should allow for some ambiguity in terms and definitions, as new technologies afford new digital spaces for literacy learning, which will continuously be new, multiple, and rapidly disseminated

eight essential elements of digital literacy that lead to positive action:

Civic: Develops and helps acquire the concepts of democracy and global citizenship as individuals become participants in society

eight essential elements of digital literacy that lead to positive action:

1. The first weeks of school should be devoted to community building and digital competency.

Web Literacy Map Version 1.5: Read, Write, and Participate for a Better Web

Authentic assessments are assignments that are or mimic real-world problems, and require students to apply the stuff they should have learned to solving them. I’m using projects like the draining of a bottle and carpet friction experiments to assess if my students truly understand why they do algebra and calculus, and are able to apply the techniques they’ve learned.

Formative assessment happens during learning, usually in the classroom. Students do something, like an assignment, and get immediate feedback on what they did. A teacher walking around from student to student or group to group, following what the students are doing and helping students identify which concepts they’re not getting, is a typical example of formative assessment.

Authentic Assessment In contrast, authentic assessment (AA) springs from the following reasoning and practice: 1. A school's mission is to develop productive citizens. 2. To be a productive citizen, an individual must be capable of performing meaningful tasks in the real world. 3. Therefore, schools must help students become proficient at performing the tasks they will encounter when they graduate. 4. To determine if it is successful, the school must then ask students to perform meaningful tasks that replicate real world challenges to see if students are capable of doing so. Thus, in AA, assessment drives the curriculum.  That is, teachers first determine the tasks that students will perform to demonstrate their mastery, and then a curriculum is developed that will enable students to perform those tasks well, which would include the acquisition of essential knowledge and skills.  This has been referred to as planning backwards (e.g., McDonald, 1992). If I were a golf instructor and I taught the skills required to perform well, I would not assess my students' performance by giving them a multiple choice test.  I would put them out on the golf course and ask them to perform.  Although this is obvious with athletic skills, it is also true for academic subjects.  We can teach students how to do math, do history and do science, not just know them.  Then, to assess what our students had learned, we can ask students to perform tasks that "replicate the challenges" faced by those using mathematics, doing history or conducting scientific investigation.

A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills -- Jon Mueller

Thus, it is recommended (e.g., Wiggins, 1998) that multiple and varied assessments be used so that 1) a sufficient number of samples are obtained (multiple), and 2) a sufficient variety of measures are used (varied). Variety of measurement can be accomplished by assessing the students through different measures that allows you to see them apply what they have learned in different ways and from different perspectives. Typically, you will be more confident in the students' grasp of the material if they can do so.

For example, when presented with a real-world problem to solve, students are learning in the process of developing a solution, teachers are facilitating the process, and the students' solutions to the problem becomes an assessment of how well the students can meaningfully apply the concepts.

Authentic Assessment Toolbox

AUTHENTIC ASSESSMENT ¢Situated in real-life experiences or scenarios ¢Based on multiple forms of measurement, including observation and documentation ¢Considers the life experiences, culture, personality, and dispositions of children ¢Occurs over time in multiple contexts ¢Informs practice ¢Must include teacher reflection to be effective (Ratcliff, 2001/2002) ¢May feel overwhelming to teachers unless naturally integrated into daily life of classroom ¢Children are still learning during assessment times ¢Standardized test data should inform authentic assessment data and visa versa

Authentic assessment is a powerful tool for early childhood educators to analyze information gathered during everyday classroom activities and routines in order to understand each unique child’s development. Consistent and comprehensive reflection on observation notes, photos, artistic creations, emergent writing, and dictations provides teachers with meaningful insight about each child and about the group as a whole. With this insight, teachers can plan activities and experiences that are responsive to children’s interests and needs. Teachers can share their understanding of each child’s growth with his or her family, while also gaining important insight from them in return.

Using authentic assessment to ground teachers’ understanding of children’s development in a collection of evidence that strives for objectivity and that is visible and accessible by others can help early childhood teachers to reduce implicit biases.

Forward-thinking teachers are using technology to promote teamwork and collaborative projects, linking their students to classrooms across the globe. Yet building students’ collaborative skills is tough in traditional classrooms, where a teacher stands at the front of rows of students isolated by desks.

Students are digital natives. They’ve grown up with technology; it’s woven into their lives. In fact, it’s one of the basic 21st century skills that they’ll need in school and the workplace.

Our dream is that DE will be a digital hangout for our young people—a place where they play, learn, create, problem-solve, and inspire.  We wonder about the possibilities.

When students create digital content that they value, they are much more likely to be engaged. With greater engagement, they commit themselves more fully to learning so their learning is deeper and more enduring.

In school, most youth only consume digital stories and resources

They inform, persuade, entertain, and inspire us to take action. Digital storytellers use technology to improve the quality of their work and amplify its impact.

When students create digital content that they value, they are much more likely to be engaged. With greater engagement, they commit themselves more fully to learning so their learning is deeper and more enduring.

Storytellers can transform the world. They inform, persuade, entertain, and inspire us to take action. Digital storytellers use technology to improve the quality of their work and amplify its impact.

We need to transition from consumption to creation of digital content, from students as consumers to students as creators of digital content. When students create digital content that they value, they are much more likely to be engaged. With greater engagement, they commit themselves more fully to learning so their learning is deeper and more enduring.

Teachers can engage students in creating and sharing original digital content without Discovery Education.

Discovery Education committed to providing professional development relating to students as creators of digital content while also enhancing opportunities for students to post original content

HP: Have you gotten backlash from art history purists? HW: Not that I’m aware of; they’re probably working on other things! Of course, there are occasional Internet comments that are unflattering. Someone might, for example, think something about the piece should have been done differently, or, less kindly, accuse me of copying something from somewhere. But to head any purist’s critique off at the pass, I’d refer them to the brilliant video series, “Everything Is A Remix.”

Have you ever looked at a classical work of art and thought you just couldn’t relate to the subject matter? Enter Hillary White, an imaginative illustrator who isn’t afraid to merge Raphael — the Renaissance painter — with Raphael, the Teenage Mutant Ninja Turtle. We’ve fallen hard for White’s hilarious series of “Pop Reinterpretations“ introducing works by Da Vinci, Goya and Bosch to the likes of Spiderman, R2D2 and Lady Gaga.

Remixing Pedagogy: How Teachers ExperienceRemix as a Tool for Teaching English LanguageArts

As always, almost everything anyone does to get a living out of the arts won’t work – the Internet doesn’t change that. What it does change is how many ways there are to make things, and to get them into other people’s hands and minds. It changes how many people can participate in culture and satisfy their creative urges.”

In music, and the arts more generally, collaboration has always been a boon to creativity, and the communications revolution has bolstered this in new ways. Specifically, it has allowed remix and mash-up culture to flourish like never before,

Creation can be viewed simply as the act of producing, or causing to exist.  Construction is the building or assembling of an infrastructure

Learners are encouraged to be creative as they build and revise content.

online collaborative inquiry, and online content construction to help expand the work students are involved in as they use online information sources to research and develop media skills.

The ideas and concepts in all of this work does overlap sometimes…and students and teachers should feel empowered to move in, out, and between all of the concepts. Working online is a fluid experience which calls for flexible learners.

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).

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. 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. They should look to see if it meets their needs and how representative it is to other elements of online information. But, most importantly, they are to use the expertise of other students and the teacher in the classroom.

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

PBL Lends Itself to Authentic AssessmentAuthentic assessment and evaluation allow us to systematically document a child's progress and development. PBL encourages this by doing the following:close modalMott Hall School: A popular science lab activity is the culmination of several days' worth of exploration into the heat of fusion.Mott Hall School: A popular science lab activity is the culmination of several days' worth of exploration into the heat of fusion.It lets the teacher have multiple assessment opportunities. It allows a child to demonstrate his or her capabilities while working independently. It shows the child's ability to apply desired skills such as doing research. It develops the child's ability to work with his or her peers, building teamwork and group skills. It allows the teacher to learn more about the child as a person. It helps the teacher communicate in progressive and meaningful ways with the child or a group of children on a range of issues.

These 21st century skills includepersonal and social responsibility planning, critical thinking, reasoning, and creativity strong communication skills, both for interpersonal and presentation needs cross-cultural understanding visualizing and decision making knowing how and when to use technology and choosing the most appropriate tool for the task

The World Wide Web was made public domain only a few months after MOSAIC was released.

. As students gain skills and confidence, they can be encouraged to develop ideas for new computational projects of their own design that address issues of their choosing (the “Create” stage).

Computational thinking requires understanding the capabilities of computers, formulating problems to be addressed by a computer, and designing algorithms that a computer can execute. The most effective context and approach for developing computational thinking is learning computer science;

Computational thinking requires understanding the capabilities of computers, formulating problems to be addressed by a computer, and designing algorithms that a computer can execute.

multimodality can be described as an eclectic approach, although itis primarily informed by linguistic theories, in particular, the work of Halliday’s (1978)social semiotic theory of communication and developments of that theory (Hodge &Kress, 1988). Multimodality has developed in different ways in the decade since itsinception around 1996. Although a linguistic model was seen as wholly adequate forsome to investigate all modes, others set out to expand and reevaluate this realm of ref-erence, drawing on other approaches (e.g., film theory, musicology, game theory

Alongside this, the representational and communicational environ-ment is also changing in highly significant ways that can be described as a shift fromprint as the primary medium of dissemination toward digital media

Sefton-Green’s (2006) Reviewof Research in Educationreview of how current media debates frame children’s interac-tions with media as pedagogic argues that interest in children’s media culture opens widernotions of learning beyond education and school systems

Our collaborative inquiryrevealed that‘Property of No One’involved young people working within the constraints of the sys-tems they occupy and with the tools they have at their disposal to do socially just work.

Not only did the school provide a set of tools andresources for media production in the form of the lab space and a dedicated media teacher, butthe very structure of the school providedflexibility in how students performed their requirements.

Sara described its broader narrative as a‘sister story

how critical media literacy potentials are realized in practice, as they study how adults, youth mediaorganizations, funders, and popular culture shape the ways youth engage with media and the storiesthey tell

We theorized restorying as a way young peopleuse digital tools to write themselves into existence,first narrating and analyzing their lived experi-ences and then synthesizing and recontextualizing those stories to represent a diversity of perspec-tives and reshape dominant narratives.

how young people use new media tools in school to engagethe narrative imagination and build the worlds they want to live in,simultaneously representing the political histories and realities of theireveryday worlds