. Education has become more prominent topic in the public discourse of social promise. The expectations of education have been ratcheted up,

We have created networks and affiliations and worked in joint projects

As we begin to integrate these online communication tools into our classrooms, we should not ignore concerns about child safety.

Someone reading this standard with a lens to the past would interpret it by teaching point of view within narratives, engaging students in discussions about the point of view held by different characters. Some-one reading this standard with a lens to the future would interpret it by teaching point of view in relation to the evaluation of a website’s reliabil-ity, where point of view is one of several important elements to consider when evaluating the reliability of information that is found online.

To make this approach work, teachers must be willing to “cede the floor” to the students.

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.

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

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.

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.

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

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.

When we encourage students to use technology, do we remind them of the risks of placing their information online and give them choices of how much personal information to reveal?

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?

We often hear people talk about the importance of digital knowledge for 21st-century learners.

Reading, evaluating, and manipulating URLs (addresses on the web).