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

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

consolidate the great work in visual, digital, and multimodal content construction…while making it easy & flexible enough for teachers to make this work happen in their classrooms.

Students will also have access to a global audience of more than two million subscribers in the DE learning community

We need to transition from consumption to creation of digital content, from students as consumers to students as creators of digital content

If those same students expected on-screen reading to be as slow (and as effortful) as paper reading, would their comprehension of digital text improve?

The quality of digital media poses one kind of problem for the reading brain

More specifically, learners need to move from content consumers to content curators to content creators

eing literate means making choices and using texts and tools in ways that match purpose

A f i n a l c o m p o n e n t o f s u c c e s s f u l o n l i n e r e s e a r c h a n d comprehension is the ability to read and communicate

S u c c e s s f u l o n l i n e r e s e a r c h a n d c o m p r e h e n s i o n a l s o requires the ability to read and synthesize information from multiple online sources (

. Critical evalua-tion online presents challenges quite different from tra-ditional offline print and media sources because the content of online information is even more diverse (Kuiper & Volman, 2008 ) and commercially biased (Fabos, 2008

, and to scan efficiently for relevant information on websites

But if entire instructional approach consists of digitizing your resources without enhancing them

students could utilize technology to network with students several states away to see how regional differences impact how others think about the Constitution.

a group of students might collaborate in a cloud-based workspace to propose a modern definition of equal protection under the law and solicit feedback on their proposals from classmates

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

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.

“connected learning.” It advocates for broadened access to learning that is socially embedded, interest-driven,

Connected learning environments link learning in school, home and community because learners achieve best when their learning is reinforced and supported in multiple settings

n today’s networked world, there’s no reason why all children should not have the opportunity to pursue connected learning

Traditional education is failing to engage many students

connected learning accessible to all young people

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

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

Simple folk dances from around the world provide primary children with the chance to learn about costumes/dress, music, flags, and customs of diverse groups. Folk dances reinforce the idea that throughout history, all cultures have been physically active. Dance also requires children to work with others, and take responsibility for being part of a group

We are also designers of assessments to diagnose student needs to guide our teaching and to enable us, our students, and others (parents and administrators) to determine whether our goals have been achieved; that is, did the students learn and understand the desired knowledge?

If the teacher has explicitly defined the learning goals of the course, then they have a better idea of what they want the students to get out of learning activities. Furthermore, if done thoroughly, it eliminates the possibility of doing certain activities and tasks for the sake of doing them. Every task and piece of instruction has a purpose that fits in with the overarching goals and goals of the course.

Therefore, it can be stated that teachers often focus more on teaching rather than learning. This perspective can lead to the misconception that learning is the activity when, in fact, learning is derived from a careful consideration of the meaning of the activity.

backward design approach has instructors consider the learning goals of the course first. These learning goals embody the knowledge and skills instructors want their students to have learned when they leave the course.

ICTs give individuals access to a wealth of information and communication, as well as contact with other learners, teachers and experts on a local and global basis. As such, ICT access, skills and competencies are heralded by many commentators as supporting more individualized forms of educational access

National ‘digital literacy for all’ initiatives; integration of digital skills development into school curricula; networks of information and communication technology (ICT) labs and community learning centres for out-of-school children and those without basic digital skills; and informal peer-mentoring programmes

Participating on the open web includes connecting with the communities that share, build, and sustain meaningful content online. A healthy online community requires knowledge of how to create, publish and link content, and an understanding of security in order to keep content, identity, and systems sa

Integrating separate and unique information from multiple online sources

Using questions and keywords to find the information you need.

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

s how we connect on the web

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

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.

Mozilla continues to refine its strategies to support and champion the web as an open and public resource.

Although adolescent “digital natives” may be skilled with social networking, texting, video downloads, MP3 downloads, or mash-ups, they are not always as skilled with online research and comprehension, including locating (Bilal, 2000; Eagleton et al., 2003) and critically evaluating information (S. Bennett, Maton, & Kervin, 2008; Sutherland-Smith, 2002; Wallace, Kupperman, Krajcik, & Soloway, 2000).

Critically evaluating online in-formation includes the ability to read and evaluate the level of accuracy, reli-ability, and bias of information (Center for Media Literacy, 2005).

We can see this in several data points. More than a decade ago, 90% of ado-lescent students in the United States with home access to the Internet reported using the Internet for homework (Pew Internet & American Life Project, 2001). Over 70% of these students used the Internet as the primary source for infor-mation on their most recent school report or project, while only 24% of these students reported using the library for the same task. Four years later, in 2005, we reached the “tipping point year” for online reading among adolescents in the United States. For the first time, students ages 8–18 reported spending more time reading online, 48 minutes per day, than reading offline, 43 minutes per day (Kaiser Family Foundation, 2005).

To be literate tomorrow will be defined by even newer technologies that have yet to appear and even newer discourses and social practices that will be created to meet future needs.

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.

This category addresses students’ social-emotional skills and empathy towards others as well as their ability to make ethical decisions in digital environments when dealing with issues such as cyberbullying, sharing other people’s content and accessing music and video

Digital content is permanent

specific skills that are needed will vary from person to person depending on their needs and circumstances – which can range from basic awareness and training to more sophisticated and complex applications

Understand is that critical piece – it’s the set of skills that help us comprehend, contextualize, and critically evaluate digital media so that we can make informed decisions about what we do and encounter online. These are the essential skills that we need to start teaching our kids as soon as they go online.

citizens who lack digital literacy skills risk being disadvantaged when it comes to accessing healthcare, government services and opportunities for employment, education and civic participation

Today’s youth are often called “digital natives” by adults because of the seemingly effortless way they engage with all things technological.