Rather than address the specificities meaning-making systems (which we tended to do earlier), we propose that the conventions of any domain be addressed with open-ended questions about meaning, such as:•Representational: What do the meanings refer to?•Social: How do the meanings connect the persons they involve?•Structural: How are the meanings organised?•Intertextual: How do the meanings fit into the larger world of meaning?•Ideological: Whose interests are the meanings skewed to serve?

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)

pedagogy of Multiliteracies, in contrast, requires that the enormous role of agency in the meaning making process be recognised, and in that recognition, it seeks to create a more productive, relevant, innovative, creative and even perhaps emancipatory, pedagogy. Literacy teaching is not about skills and competence; it is aimed a creating a kind of person, an active designer of meaning, with a sensibility open to differences, change and innovation. The logic of Multiliteracies is one which recognises that meaning making is an active, transformative process, and a pedagogy based on that recognition is more likely to open up viable lifecourses for a world of change and diversity.

n a pedagogy of Multiliteracies, all forms of representation, including language, should be regarded as dynamic processes of transformation rather than processes of reproduction.

 Is the information easy to use? Limit the number of messages, use plain language, and focus on action.3, 4 Keep it simple. The number of messages will depend on the information needs of the intended users. As a general guideline, use no more than four main messages. Give the user specific actions and recommendations. Clearly state the actions you want the person to take. Focus on behavior rather than the underlying medical principles. Use familiar language and an active voice. Avoid long or run-on sentences. Organize similar information into several smaller groups. Many of the same plain language techniques that make the written word understandable also work with verbal messages, such as avoiding jargon and using everyday examples to explain technical or medical terms the first time they are used. For more information on plain language, visit www.plainlanguage.gov. Supplement instructions with pictures. Individual learning styles differ. For many people, visuals are a preferred style, especially for technical information.3 Simple line drawings can help users understand complicated or abstract medical concepts. Make sure to place images in context. When illustrating internal body parts, for example, include the outside of the body. For print communication, use captions or cues to point out key information.3 Show the main message on the front of the materials. Use visuals that help convey your message. (Don't just “decorate,” as this will distract users.) Make visuals culturally relevant and use images that are familiar to your audience. Back to Top Make written communication look easy to read.3-5 Use at least 12-point font. Avoid using all capital letters, italics, and fancy script. Keep line length between 40 and 50 characters. Use headings and bullets to break up text. Be sure to leave plenty of white space around the margins and between sections. Improve the usability of information on the Internet. Remember Refer to the Office of Management and Budget (OMB) Policies for Federal Public Websites for further guidance. Studies show that people cannot find the information they seek on Web sites about 60 percent of the time.6 This percentage may be significantly higher for persons with limited literacy skills. Many of the elements that improve written and oral communication can be applied to online information, including using plain language, large font, white space, and simple graphics.7 Other elements are specific to the Internet. These include: Enhancing text with video or audio files Including interactive features and personalized content Using uniform navigation Organizing information to minimize searching and scrolling6 Giving users the option to navigate from simple to complex information A critical way to make information on the Internet more accessible to persons with limited literacy and health literacy skills is to apply user-centered design principles and conduct usability testing. Usability is a measure of several factors that affect a user's experience interacting with a product, such as a Web page. These factors include: How fast can the user learn how to use the site? How fast can the user accomplish tasks? Can the user remember how to use the site the next time he or she visits? How often do users make mistakes? How much does the user like the site? To learn more about usability, visit www.usability.gov.

Health information can overwhelm even persons with advanced literacy skills. Medical science progresses rapidly. What people may have learned about health or biology during their school years often becomes outdated or forgotten, or it is incomplete. Moreover, health information provided in a stressful or unfamiliar situation is unlikely to be retained.

Teacher modeling in the beginning of the phase gives way to student modeling in the latter half. Students take responsibility for teaching their peers a variety of online reading comprehension strategies. Instruction also begins to move from search skills to critical evaluation and synthesis skills. (

Reciprocal teaching revolves around four global comprehension strategies: predicting, questioning, clarifying, and summarizing. The teacher explains these strategies to small groups using a shared text, first modeling their use, and then asking students to lead the groups. Internet reciprocal teaching builds on the same principles; however, the teacher first instructs students in a whole-class setting with each person constructing his or her own text while building the online reading comprehension strategies of questioning, locating, evaluating, synthesizing, and communicating.

During Phase 3, students work both individually and in small groups at using strategies and skills from the previous phases to develop lines of inquiry around curricular topics.

Phase 2 is a collaborative phase during which both teachers and students conduct think-aloud demonstrations and minilessons

questioning, locating, evaluating, synthesizing, and communicating.

The teacher explains these strategies to small groups using a shared text, first modeling their use, and then asking students to lead the groups.

Reciprocal teaching revolves around four global comprehension strategies: predicting, questioning, clarifying, and summarizing.

In addition, the rise of the Internet means that teachers must shift how they teach reading and writing (

These Cs include such skills as creativity, communication, collaboration, critical thinking, and comprehension.

Students needed a sextant, a tool for navigation, to guide them.

Creativity: Students use divergent-thinking skills to generate their own questions and keywords for online searches. Their final projects require them to creatively express their own point of view. Communication: Students share what they learn as they work in small groups and with the whole class. They communicate with a wider audience by posting on a class blog. Collaboration: Students create collaborative knowledge through Internet inquiry and social interactions. They comment on one another's work using technologies such as VoiceThread and support one another through instant messaging. Critical Thinking: When using the Internet, students build the text they read, choosing which links to follow and which to ignore. The nonlinear nature of online reading helps support critical thinking. Students also learn to question the perspective and bias of online sources. Comprehension: Students learn important online reading skills, such as how to distinguish news articles from blog posts and editorials. They carefully read texts they encounter online to understand and evaluate different perspectives.

Students take responsibility for teaching their peers a variety of online reading comprehension strategies.

Patricia Reilly Giff's Pictures of Hollis Woods

Boolean search terms.

the teacher first instructs students in a whole-class setting with each person constructing his or her own text while building the online reading comprehension strategies of questioning, locating, evaluating, synthesizing, and communicating.

By creating a curriculum that allows for problem-based inquiry learning, high-level discussion, and collaboration. One approach, Internet reciprocal teaching, involves problem-based tasks in which readers create their own text. This provides students a path for navigating the Cs of change. (See "Internet Reciprocal Teaching Promotes the Five Cs.")

These Cs include such skills as creativity, communication, collaboration, critical thinking, and comprehension.

No one gave students a map for Internet inquiry. Students needed a sextant, a tool for navigation, to guide them.

Deliberately teaching online reading and research skills is one way to keep students from foundering on their way to the future.

We then demonstrated how to use basic Boolean search terms.

Cs of change" that the 21st century has brought us. These Cs include such skills as creativity, communication, collaboration, critical thinking, and comprehension.

We discussed the differences among news articles, blogs, and editorials. Then the students had to post comments on the classroom blog about whether they thought the zoo or the patron was at fault for the attack

Another technique is to create Internet scavenger hunts connected to the curriculum. On completing the challenge, students share their searching strategies with the class

They chose real-life issues that they face every day as at-risk youth. Sure, the school dress code and the school lunch were favorites, but many students chose such crucial issues as how to stop bullying, reducing drug use in school, stopping domestic and relationship violence, and keeping students in school

During Phase 3, students work both individually and in small groups at using strategies and skills from the previous phases to develop lines of inquiry around curricular topics. This type of project requires clear questions, multiple reliable sources, citations, and a final product that communicates that information to others.

Making meaning during online reading requires students to combine multiple streams of information from text, video, and audio sources.

Students take responsibility for teaching their peers a variety of online reading comprehension strategies. Instruction also begins to move from search skills to critical evaluation and synthesis skills

Phase 1 centers on computer basics, word processing skills, Web searching, navigation basics, and e-mail

Reciprocal teaching revolves around four global comprehension strategies: predicting, questioning, clarifying, and summarizing. The teacher explains these strategies to small groups using a shared text, first modeling their use, and then asking students to lead the groups

These Cs include such skills as creativity, communication, collaboration, critical thinking, and comprehension

"You do not simply answer these questions. It is not answer number one; then answer number two. These are questions you keep in the back of your mind as you work."

To improve quality of care and reduce disparities, patients’ literacy skills must be acknowledged and addressed within the health care setting. The National Call to Action to Promote Health Literacy, released by the CDC in May, 2010, views limited health literacy as a public health problem (section1) and has articulated 7 goals to deliver person-centered health information and services.

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.

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.

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.

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.

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.

pre-publication draft

“credibility” and “relevance”…but they do understand words like “truthful” and “useful.”

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

student interest driven

As students expand beyond the WebQuest, the next step is to engage in an Internet Inquiry Project.

Student engage in online content construction by synthesizing what they have learned and selecting the best digital text or tool before sharing this answer.

he 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 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

Another takeaway was that K-12 students don’t understand “credibility” and “relevance”…but they do understand words like “truthful” and “useful.”

Please note that each of these phases offers its own challenges and may provide opportunities to slow down and focus, or revisit some of these phases over the school year.

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

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

WebQuests typically contain an introduction, task, process, evaluation, and conclusion

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.

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

Finally, each online tool regularly is updated; each time this happens new affordances appear, requiring addi-tional skills and strategies. It is clear that the nature of literacy regularly and continuously changes in online spaces.

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.

First, they focus directly on information use and learning, so these skills are central to education at all levels. Second, the ability to read and use online information effectively to solve problems defines success in both life and work

In a context in which anyone may publish anything, higher-level thinking skills such as critical evaluation of source material become especially important online

1) reading to identify important questions, (2) reading to locate information, (3) reading to evaluate information criti-cally, (4) reading to synthesize information, and (5) reading and writing to communicate information.

How can we develop adequate understanding when the very object that we seek to study continuously changes?

our students are already “digital natives,” skilled in online literacies (Prensky, 2001)

Finally, each online tool regularly is updated; each time this happens new affordances appear, requiring addi-tional skills and strategies. It is clear that the nature of literacy regularly and continuously changes in online spaces.

Most importantly, it is reshap-ing the nature of literacy education, providing us with many new and exciting opportunities for our classrooms

The Internet is a very disruptive technology (Christensen, 1997), alter-ing traditional elements of our society from newspapers to music

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 online (Kuiper & Volman, 2008).

Each requires additional reading and/or writing skills to take full advantage of its affordances. In addition, new tools for lit-eracy will appear on the Internet tomorrow with additional, New Litera-cies required to use them effectively.

requiring additional skills to effectively read, write, and learn, sometimes on a daily basis

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

These sites teach early offline reading skills while they also provide important early experiences with navigating an online interface.

Finally, and perhaps most importantly, online reading may require even greater amounts of higher-level thinking than offline reading. In a context in which anyone may publish anything, higher-level thinking skills such as critical evaluation of source material become especially important online.

(1) reading to identify important questions, (2) reading to locate information, (3) reading to evaluate information criti-cally, (4) reading to synthesize information, and (5) reading and writing to communicate information.

The new literacies of online research and comprehension frames online reading comprehension as a process of problem-based inquiry involving the skills, strategies, dispositions, and social practices that take place as we use the Internet to conduct research, solve problems, and answer ques-tions.

Lowercase theories of new literacies explore several types of elements: (1) a set of new literacies required by a specific technology and its social practices such as text messaging (Lewis & Fabos, 2005); (2) a disciplinary base, such as the semiotics of multimodality in online media (Kress, 2003); or (3) a distinctive, conceptual approach such as new literacy studies (Street, 2003). Lowercase theories of new literacy are better able to keep up with the rapidly changing nature of literacy since they are closer to the specific types of changes that rapidly take place.

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.

Internet is also altering the nature of literacy, generating New Literacies that require additional skills and strategies. Most importantly, it is reshap-ing the nature of literacy education, providing us with many new and exciting opportunities for our classrooms.

Recognize That aNew Literacies Journey Is One ofContinuousLearning

Use Performance‑Based Assessments forEvaluating Students’ Ability withNewLiteracies

Integrate Online Communication intoLessons

Use Online Reading Experiences toDevelop Critical Thinking Skills andaGeneration of“HealthySkeptics

Teach Online Search Skills Since These Are Important toSuccess intheNew Literacies ofOnline Research andComprehension

Begin Teaching andLearning New Literacies as Early asPossible

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. (

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.11

The Wayback Machine records snapshots of a website's pages throughout its history. Those snapshots gather some or all of the pages on the website.

The page will appear as it was at the time the snapshot was recorded. The links on the page may or may not work depending on whether or not those URLs were also recorded by the Wayback Machine. If you find that an internal page link does not work, try entering that URL into the Wayback Machine search bar at the top of the page.The search bar within the LEARN page will not work. If this is a page that you intend to access in the future, you may want to bookmark the Wayback Machine URL so you can easily return to it later.

The calendar will automatically update to the most recent snapshot of that page.Scroll down to where you see a colored circle around the a date and click on that date for a link to the recorded snapshot from that date.You will be taken to the archive of that webpage.

Point your browser to the LEARN NC archive on the Wayback Machine: http://web.archive.org/web/*/http://www.learnnc.org/ Copy and paste the URL into the search bar on the top of the page.

potential to fuel collaboration, encourage the improvement of available materials, and aid in the dissemination of best practices.

video

Five Keys to Comprehensive Assessment

Middle School Project: Public Art

Keeping Assessment Relevant and "Authentic"

Eli Pariser

“Search is not used to set a political agenda and we don’t bias our results toward any political ideology,”

Strategy Exchange

That kind of blind trust may be dangerous for content creators and consumers alike, both in terms of what we see and what we get.

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.

This model is based on evidence that the most resilient, adaptive, and effective learning involves individual interest as well as social support to overcome adversity and provide recognition.

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.

the most resilient, adaptive, and effective learning involves individual interest as well as social support to overcome adversity and provide recognition.

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

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

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

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

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

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.

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.

In order to support diverse learner pathways, organizations and caring adults can form partnerships, broker connections across settings, and share on openly networked platforms and portfolios.

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.

Ongoing shared activities are the backbone of connected learning.

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.

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.

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

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. She applies and gets accepted to a specialized creative writing program at a magnet high school.

Success beyond the classroom requires tangible connections to real-world career and civic opportunities.

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

interest helps us pay attention, make connections, persist and engage in deeper learning

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

Based on her experiences writing online, Abigail decides she wants to become a professional writer. She applies and gets accepted to a specialized creative writing program at a magnet high school.

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.

learning in an age of abundant access to information and social connection

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

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.

Opportunities

SAMR 

Substitution  The SAMR Ladder: Questions and Transitions What will I gain by replacing the older technology with the new technology? Augmentation The SAMR Ladder: Questions and Transitions Substitution to Augmentation Have I added an improvement to the task process that could not be accomplished with the older technology at a fundamental level? How does this feature contribute to my design? Modification The SAMR Ladder: Questions and Transitions Augmentation to Modification How is the original task being modified? Does this modification fundamentally depend upon the new technology? How does this modification contribute to my design? Redefinition The SAMR Ladder: Questions and Transitions Modification to Redefinition What is the new task? Will any portion of the original task be retained? How is the new task uniquely made possible by the new technology? How does it contribute to my design?

The key to successful technology integration is the efficient use of digital tools tools that are appropriate for the task.  Technology provides us all with the ability to develop our own toolkit of flexible resources for use when needed.

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.

Thus, teachers need to develop fluency and cognitive flexibility not just in each of the key domains (T, P, and C), but also in the manner in which these domains and contextual parameters interrelate, so that they can construct effective solutions.

. Teachers need to reject functional fixedness

Content knowledge (CK) is teachers’ knowledge about the subject matter to be learned or taught.

produces the types of flexible knowledge needed to successfully integrate technology use into teaching.

technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge)

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

t the heart of good teaching with technology are three core components: content, pedagogy, and technology, plus the relationships among and between them.

There is no “one best way” to integrate technology into curriculum. Rather, integration efforts should be creatively designed or structured for particular subject matter ideas in specific classroom contexts.

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

Many teachers earned degrees at a time when educational technology was at a very different stage of development than it is today

Digital technologies—such as computers, handheld devices, and software applications—by contrast, are protean (usable in many different ways; Papert, 1980); unstable (rapidly changing); and opaque (the inner workings are hidden from users;

specificity (a pencil is for writing, while a microscope is for viewing small objects); stability (pencils, pendulums, and chalkboards have not changed a great deal over time); and transparency of function (the inner workings of the pencil or the pendulum are simple and directly related to their function)

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

The TPACK framework for teacher knowledge is described in detail, as 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.

Most traditional pedagogical technologies are characterized by specificity (a pencil is for writing, while a microscope is for viewing small objects); stability (pencils, pendulums, and chalkboards have not changed a great deal over time); and transparency of function (the inner workings of the pencil or the pendulum are simple and directly related to their function) (Simon, 1969). Over time, these technologies achieve a transparency of perception (Bruce & Hogan, 1998); they become commonplace and, in most cases, are not even considered to be technologies. Digital technologies—such as computers, handheld devices, and software applications—by contrast, are protean (usable in many different ways; Papert, 1980); unstable (rapidly changing); and opaque (the inner workings are hidden from users; Turkle, 1995).On an academic level, it is easy to argue that a pencil and a software simulation are both technologies. The latter, however, is qualitatively different in that its functioning is more opaque to teachers and offers fundamentally less stability than more traditional technologies. 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.

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.

TPACK framework for teacher knowledge is described in detail, as 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.

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)

using a new educational technology suddenly forces teachers to confront basic educational issues and reconstruct the dynamic equilibrium among all three elements

Many teachers earned degrees at a time when educational technology was at a very different stage of development than it is today

Teachers practice their craft in highly complex, dynamic classroom contexts (Leinhardt & Greeno, 1986) that require them constantly to shift and evolve their understanding.

Also complicating teaching with technology is an understanding that technologies are neither neutral nor unbiased. Rather, particular technologies have their own propensities, potentials, affordances, and constraints that make them more suitable for certain tasks than others (Bromley, 1998; Bruce, 1993; Koehler & Mishra, 2008).

The TPACK framework builds on Shulman’s (1987, 1986) descriptions of PCK to describe how teachers’ understanding of educational technologies and PCK interact with one another to produce effective teaching with technology

There is no “one best way” to integrate technology into curriculum. Rather, integration efforts should be creatively designed or structured for particular subject matter ideas in specific classroom contexts.

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

A primary goal of this research is to understand the relationships between two key domains: (a) teacher thought processes and knowledge and (b) teachers’ actions and their observable effects. The current work on the TPACK framework seeks to extend this tradition of research and scholarship by bringing technology integration into the kinds of knowledge that teachers need to consider when teaching

Each situation presented to teachers is a unique combination of these three factors, and accordingly, there is no single technological solution that applies for every teacher, every course, or every view of teaching. Rather, solutions lie in the ability of a teacher to flexibly navigate the spaces defined by the three elements of content, pedagogy, and technology and the complex interactions among these elements in specific contexts

Instead, TPACK is the basis of effective teaching with technology, requiring an understanding of the representation of concepts using technologies; pedagogical techniques that use technologies in constructive ways to teach content; knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face; knowledge of students’ prior knowledge and theories of epistemology; and knowledge of how technologies can be used to build on existing knowledge to develop new epistemologies or strengthen old ones.

As such, pedagogical knowledge requires an understanding of cognitive, social, and developmental theories of learning and how they apply to students in the classroom

A teacher with deep pedagogical knowledge understands how students construct knowledge and acquire skills and how they develop habits of mind and positive dispositions toward learning

The cost of not having a comprehensive base of content knowledge can be prohibitive; for example, students can receive incorrect information and develop misconceptions about the content area (National Research Council, 2000; Pfundt, & Duit, 2000)

As Shulman (1986) noted, this knowledge would include knowledge of concepts, theories, ideas, organizational frameworks, knowledge of evidence and proof, as well as established practices and approaches toward developing such knowledge. Knowledge and the nature of inquiry differ greatly between fields, and teachers should understand the deeper knowledge fundamentals of the disciplines in which they teach

Equally important to the model are the interactions between and among these bodies of knowledge, represented as PCK, TCK (technological content knowledge), TPK (technological pedagogicalknowledge), and TPACK

At the heart of good teaching with technology are three core components: content, pedagogy, and technology, plus the relationships among and between them. The interactions between and among the three components, playing out differently across diverse contexts, account for the wide variations seen in the extent and quality of educational technology integration

There is no “one best way” to integrate technology into curriculum. Rather, integration efforts should be creatively designed or structured for particular subject matter ideas in specific classroom contexts

Furthermore, teachers have often been provided with inadequate training for this task. 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

Understanding how these affordances and constraints of specific technologies influence what teachers do in their classrooms is not straightforward and may require rethinking teacher education and teacher professional development

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

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

Teaching with technology is complicated further considering the challenges newer technologies present to teachers. In our work, the word technology applies equally to analog and digital, as well as new and old, technologies

Teachers practice their craft in highly complex, dynamic classroom contexts (Leinhardt & Greeno, 1986) that require them constantly to shift and evolve their understanding

The use of the automated Web-based ANODE e-coaching program in patients with T2DM and abdominal obesity was associated with a significant control-subtracted improvement in diet quality and several important cardiometabolic risk factors. The program can be delivered remotely with limited human resources, and therefore has potential for cost-effectiveness, and subsequently broad dissemination if generalizability and longer-term sustainability are demonstrated.

fully automated but interactive

However, a high-intensity, multidisciplinary intervention (as recommended) is often impossible to implement in real life environments due to limited human resources and the high costs of long-term care. In addition, geographically isolated patients cannot easily access face-to-face education programs. Therefore, it is necessary to develop innovative approaches to improve the adoption of a healthy lifestyle.

Among patients with T2DM and abdominal obesity, the use of a fully automated Web-based program resulted in a significant improvement in dietary habits and favorable clinical and laboratory changes.

SAMR in 120 Second

TPACK Example

RSA ANIMATE: Drive: The surprising truth about what motivates us

In this case, you ask yourself if the technology tools allow educators to redefine a traditional task in a way that would not be possible without the tech, creating a novel experience.

this is an actual change to the design of the lesson and its learning outcome. The key question here—does the technology significantly alter the task?

but with significant enhancements to the student experience. In other words, you ask yourself if the technology increases or augments a student's productivity and potential in some way.

It is a simple, bare-bones, direct replacement.

Substitution, Augmentation, Modification, and Redefinition. Substitution and Augmentation are considered "Enhancement" steps, while Modification and Redefinition are termed "Transformation" steps

Motivating Learners

Will Richardson

Her aims are to help students visualize the concepts already introduced in the classroom and to reinforce the learning through group collaboration. The assignment requires teamwork, communication, and precision

Encouraging students to reach out to each other to solve problems and share knowledge not only builds collaboration skills, it leads to deeper learning and understanding