But, most importantly, they are to use the expertise of other students and the teacher in the classroom. I would also suggest including elements of abstracted replay, or viewing the work of experts as they revise and edit their own work process and product

In thinking about this question, I may be splitting hairs, but I believe that the word choice involved in identifying construction as opposed to creation is also of the utmost importance.

Her science book, for example, was divided into chapters, each chapter was broken into sections, and she could answer the first question at the end of each section by looking for the first bold word. The structure of the textbook was a map that Sarah could easily follow. After thinking about Sarah, Mrs. Pomona realized it did not work that way online. No one gave students a map for Internet inquiry. Students needed a sextant, a tool for navigation, to guide them.

There are a variety of ways to make Internet Inquiry Projects happen in your classroom. Once again, this model is appropriate, and very much needed, from Pre-K up through higher ed

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

We would use narrative text.•We would teach inferential reasoning about setting, events, problems, solutions, characters, etc.•Typical discussion questions might include:ƒ|Tell us what you think will happen next?ƒ|What evidence in your text suggests this answer?•We would use informational text such as search engine results.•We would teach how to infer information from search result listings.•Typical discussion questions might include:ƒ|Which of these sites is a commercial site?ƒ|What evidence in the text suggests this?ƒ|Which of these sites comes from England? Which comes from Minnesota?ƒ|What evidence in the text suggests this?

nother way of looking at this issue is to suggest that many educators will read the CCSS only with a lens to our past, and not a lens to our future, failing to include instruction in important online reading skills. F

This initiative recognizes the reading has changed and that online reading is a problem-solving task, requiring new skills to locate, evaluate, synthesize, and communicate in online contexts. It describes these new online literacies as

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

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 online (Kuiper & Volman, 2008)

It is clear that the nature of literacy regularly and continuously changes in online spaces.

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

but the real learning gains result from engaging students in learning experiences that could not be accomplished without technology.

TPK becomes particularly important because most popular software programs are not designed for educational purposes. Software programs such as the Microsoft Office Suite (Word, PowerPoint, Excel, Entourage, and MSN Messenger) are usually designed for business environments.

teachers should understand the deeper knowledge fundamentals of the disciplines in which they teach.

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.

eachers 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.

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

Organizations and adults must meet youth where they are in order to foster 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. <img src="https://clalliance.org/wp-content/uploads/2018/02/block2.png">Shared PracticesOngoing shared activities are the backbone of connected learning. Through collaborative production, friendly competition, civic action, and joint research, youth and adults make things, have fun, learn, and make a difference together.

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. <img src="https://clalliance.org/wp-content/uploads/2018/02/relation.png" alt="Interests Icon">RelationshipsLearners need support from peers and mentors to persist through setbacks and challenges. A survey of 30,000 college graduates found that a strong connection to a faculty member doubled the positive life outcomes of graduates. Learn more about the power of interest-based mentorship in this infographic. <img src="https://clalliance.org/wp-content/uploads/2018/02/Opportun.png" alt="Interests Icon">OpportunitiesSuccess 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. They surpassed their more wealthier peers, growing up in Silicon Valley, in 21st-century competencies and digital media engagement.

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.

how the affordances of technology modify our communication and our behavior.

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

Twitter plays a large role in my teaching, but the essential elements can be applied in many technological contexts.)

For example, teaching digital skills would include showing students how to download images from the Internet and insert them into PowerPoint slides or webpages. Digital literacy would focus on helping students choose appropriate images, recognize copyright licensing, and cite or get permissions, in addition to reminding students to use alternative text for images to support those with visual disabilities.

When most workers held jobs in industry, the key skills were knowing a trade, following directions, getting along with others, working hard, and being professional. 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.

Writing on the web enables one to build and create content to make meaning. New genres that blend texts and tools have emerged on the open web and are often referred to as making. 2 Learning through making involves constructing new content. Good online writers pick up tools while composing text through creating and curating content. In turn, the content they remix and modify drives the open web. The following skills and competencies of the writing strand reflect an emphasis on making.

Synthesize Integrating separate and unique information from multiple online sources. 21C Skills: Problem-solving, Communication Coalescing information shared on one webpage to make meaning. Incorporating information shared across two pages on one website to make meaning. Combining information shared across pages on two or more websites to make meaning. Integrating information of multiple modes across multiple websites to help solve a problem.

judge the credibility of these sources

21C Skills of communication, creativity, collaboration, and problem-solving that are important cross-cutting leadership skills to move from being a consumer to a maker on the web.

The Middle East is home to some of the richest as well as the poorest countriesinthe world but is, on average, much better off than sub-Saharan Africa and slightlybetter off than the global average. However, economic development in the Middle Easthas been oil dependent and state driven and has not followed the modernization path ofeconomic diversification, occupational specialization, and mass education (Inglehart1997). The Middle East is the world’s most oil-rich region (but does not rank as high inminerals).Middle Eastern countries stand out as extremely homogeneous, while Africancountries are highly fractionalized. Contrary to Collier and Hoeffler’s (2002) work onAfrica, we find that ethnic dominance increases the risk of conflict. The Middle Eastscores higher than Africa and the global average on ethnic dominance. However, asoriginally coded, this variable does not account for the divisions within Islam. Whenwe use our recoded variable (ethnic dominance, Islam), where countries with signifi-cant Shia minorities are given a 0, the Middle East scores much lower on ethnic domi-nance than Africa and the global average.Authoritarian and democratic regimes are generally less prone to conflict thanregimes with middle-range scores (Hegre et al. 2001; Fearon and Laitin 2003). BothAfrica and the Middle East score significantly less democratic than the global average.Populous countries are more prone to conflict, mainly because larger populationsare more likely to host more sources of conflict. Middle East countries are generallysmall, and population size does not account for conflicts in this region. We now addmodified ethnic dominance, regime type, and natural resource dependence to theanalysis.

We will proxy Middle East exceptionalism by using a Middle Eastdummy in our empirical analysis.

Can conflict in the Middle East be explained by factors that are unique to the MiddleEast? Or is the Middle East just an unfortunate region where conflict risk factors haveaccumulated?