The digital media, rather than the (text) book, aremore and more the site of appearance and distribution of learning resources,and writing is being displaced by image as the central mode for representa-tion.

Deep learning requires the learner being willing and able to take on a new identity in the world, to see the world and act on it in new ways.

He further notes that many of the tools young people increasingly have access to today are “smart tools” that have knowledge built into them in ways that enable them to “collaborate” with the tool users to do complex things that the tool user either could not do alone or could not do as effectively.

Moreover, it would be odd to think of others teaching the practitioners to integrate the three dimensions into their work

The technical dimension involves knowing one’s way around the processes and tools for encoding the meaning one seeks to articulate.

By “socially recognized ways” we mean something close to the concept of “practice” as it was developed by Scribner and Cole (1981) in relation to literacy. They defined practices as “socially developed and patterned ways of using technology and knowledge to accomplish tasks.” T

In the sense that each new mix becomes a meaning-making resource (affordance) for subsequent remixes, there is no “end” to remixing. Each remix in principle expands the possibilities for further remix.

Fan art

Lessig (2005) claims that at a very general level all of culture can be understood in terms of remix, where someone creates a cultural product by mixing meaningful elements together (e.g., ideas from different people with ideas of one’s own), and then someone else comes along and remixes this cultural artefact with others to create yet another artefact.

n this phase,the teacher provides students with real examples of online information that students can use to compare their work product to. Students are encouraged to review this exemplar material and review the work in relation to their own process and product completed to this point.

the classroom teacher is to work as a facilitator in the classroom and allow students to work the majority of the time on the construction of online content. Teachers may start a classroom period with a “mini-lesson

he OCC model provides guidance on elements of cognitive apprenticeship, writing research and the use of ICTs as a tool to allow students to express learning and experience to themselves and others

his process of modeling, coaching, and then fading of instruction involvesfive important processes: (a) modeling an expert’s performance; (b) understanding of the internal/external processes; (c) encouraging students to think and work like experts; (d) application of knowledge in different contexts; and (e) demonstrating how to cope with difficulties

There are usually four dimensions considered in cognitive apprenticeship (e.g., content, methods, sequence, sociology) when embedding learning in activity using a classroom’s social and physical contexts

multimodal design refers to the use of different “modes”to recontextualize a body of knowledge for a specific audience

Student review of work process embeddedin the instructional model

OCC was developed to define the abilities necessary to communicate the information assembled while searching, sifting, and synthesizing knowledge gained during the online inquiry process

Authentically and effectively integrating the Internet and other communication technologies (ICTs) into the classroom is a social imperative given theability to empower students in the reader/writer nature inherent in the online informational space

Finally, Martin Nakata’s research on indigenous literacy has used the Multiliteracies concept to discuss literacy in ‘interface’ identities, or learners living between the ‘mainstream’ and the ‘margins’

A pedagogy of Multiliteracies also opens access to powerful learning to a broader spread of learners in a world where diversity is becoming all the more critical

Or, insofar as these two goals might at times be at odds, a transformative pedagogy could be used to support either view

difference is to do with social class and community background

standardised testing

13skin sensations (heat/cold, texture, pressure), grasp, manipulable objects, artefacts, cooking and eating, aromas.•Gestural Representation: movements of the hands and arms, expressions of the face, eye movements and gaze, demeanours of the body, gait, clothing and fashion, hair style, dance, action sequences (Scollon, 2001), timing, frequency, ceremony and ritual. Here gesture is understood broadly and metaphorically as a physical act of signing (as in ‘a gesture to ...’), rather than the narrower literal meaning of hand and arm movement. Representation to oneself may take the form of feelings and emotions or rehearsing action sequences in one’s mind’s eye.•Spatial Representation: proximity, spacing, layout, interpersonal distance, territoriality, architecture/building, streetscape, cityscape, landscape

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

Diversity is pivotal in today’s lifeworlds, and much more profoundly and pervasively so than the straightforward demographic groupings which underwrote an earlier identity politics of gender, ethnicity, race and disability—forms of politics which first unsettled the hoped-for homogeneity of mass society and the nation-state

an active, bottom-up citizenship in which people can take a self-governing role in the many divergent communities of their lives

selling them to corporations.

lass ceilings’.

he chummy retreats that aim to build interpersonal relationships and the training sessions that build corporate culture instead of the deference one used to show to the boss

As befits the public rhetoric about the ‘knowledge economy’, ‘human capital’ is now presented as the key to having a ‘competitive edge’, whether that be the skills and knowledge of an individual seeking employment, or the aggregate of human capital in an enterprise, or the international competitiveness of a regional or national workforce in the world economy.

The underlying lesson of the basics was about the social order and its sources of authority, a lesson which was appropriate for a society which expected its workers to be passively disciplined

The gap between the rich and the poor is growing, and even when the poor sometimes become slightly less poor, it is rarely because education has improved.

There is no dispute, however, that education provides access to material resources in the form of better paid employment; that it affords an enhanced capacity to participate in civic life; that it promises personal growth.

In computer science, read/write is defined as media that is capable of being displayed (read) and modified (write). In a literacy context, the reader/writer nature of online information could be viewed as a means to allow individuals to quickly and efficiently comprehend and construct online informatio

Creation can be viewed simply as the act of producing, or causing to exist.  Construction is the building or assembling of an infrastructure. Construction is equal parts inspiration and perspiration. Construction calls on creativity as well as persistence, flexibility, and revision

Multimodality can be used to build inventories of the semiotic resources, organizing principles, and cultural references that modes make available to people in particular places and times: the actions, materials and artifacts people communicate with.

multimodality assumes that representation and communication always draw on a multiplicity of modes, all of which contribute to meaning. It focuses on analyzing and describing the full repertoire of meaning-making resources that people use (visual, spoken, gestural, written, three-dimensional, and others, depending on the domain of representation) in different contexts, and on developing means that show how these are organized to make meaning.

Improved comprehension, oral language, writing, and reader self-perception. Dr. Virginia Russell (2011) of Hunter College designed a study in an urban school with ELLs who spoke 14 different languages. After just 20 days of reciprocal teaching instruction, the experimental group dramatically improved their oral language proficiency with an effect size of +1.09 and their general reading progress with an effect size of .66. Reciprocal teaching also showed statistically significant improvement in the writing proficiency of the students (Russell & McCormack, 2014).

researchers have credited ELLs' success to reciprocal teaching instruction that utilizes students' native languages in tandem with collaborative learning opportunities with peers and cross-age tutors

eciprocal teaching, found that when the strategies were used with a group of students for just 15–20 days, assessments of students' reading comprehension increased from 30 percent to 70–80 percent. According to a study by Palincsar and Klenk (1991), students not only improved their comprehension skills almost immediately but also maintained their improved comprehension skills when tested a year later.

Reciprocal teaching fits with any grade-level lesson using fiction or informational text.

Be the Teacher

Reciprocal teaching is a scaffolded, or supported, discussion technique that incorporates four main strategies—predicting, questioning, clarifying, summarizing—that good readers use together to comprehend text.

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

Internet scavenger hunts

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.

To teach students basic Web browsing techniques, we asked them to find out whether any famous people were foster children.

The gradual release of responsibility to students is central to both approaches. In Internet reciprocal teaching, there are three specific phases, discussed below. When the majority of students demonstrate proficiency with the skills

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.

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

I loosely follow the PBL process to guide instruction

WebQuests

.

higher ed improver

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.

Regularly distribute these through your school’s social net-work, e-mail, wiki, or blog, and encourage others to do the same.

Use tools like “Find a Classroom Match” (www.epals.com/find- classroom) to connect with classrooms around the world. Visit “Join a Project” (www.epals.com/find- project) to select a classroom learning project.

Use e-mail to connect with several teachers at your grade level, possibly in different countries, and set up a weekly e-mail exchange project. Invite each participating classroom to send the other classrooms a weekly e-mail message, describing what took place in their classroom on one day.

hen you see a student use the target skill that you have embedded into the research problem, have that student explain what he or she did on the projected screen so that others can also solve the problem.

If laptops are closed, attention may not be substantially greater

Twitter

e want to restrict communication only to our students and to a community of peo-ple whom we can trust, such as parents and other teachers and students

Impor-tantly, they may also be used to keep parents informed about what is tak-ing place in classrooms

We seek to raise a generation of students who always question the information they read for reliability and accuracy, always read to infer bias or point of view, and always check the sources they encounter while reading. The Internet demands this.

Here you will find lesson plans, activities to improve your own search skills, daily search challenges for your students, and training webinars for both you and your students.

This enables struggling readers and writers to become literate in this new technology before other, higher- performing students in reading.

A useful first step is to use online resources to teach CCSS foundational offline reading skills in PreK, kindergarten, and first grade.

inferential

Keyword entry in a search engine, for example, becomes an important new literacy skill during online reading because it is required in search engines, an important new technology for locating informa-tion.

Three changes are especially noticeable in the English language arts standards of CCSS:1. There is a greater focus on reading informational texts.2. Higher-level thinking is emphasized.3. Digital literacies are integrated throughout the English language arts standards

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.

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

Most importantly, how we adapt to a dynamic definition of literacy in the classroom will define our students’ future.

We live during a time in which new technologies continuously appear online, requiring additional skills to effectively read, write, and learn, sometimes on a daily basis.

It wasthrough performing the task themselvesfirst, and subsequently evaluating peer workagainst the set of criteria already learned, that made them assess their own workmore critically and professionally, which eventually contributed to the improvementof learners’own work.

This study examines university learners’self-assessment and self-feedback onperformance as captured in audiofiles from a foreign language speaking test. Thelearners were guided to listen, transcribe and analyse their own speaking samples,as well as propose future actions for improvement

Students work on a project over an extended period of time – from a week up to a semester – that engages them in solving a real-world problem or answering a complex question. They demonstrate their knowledge and skills by creating a public product or presentation for a real audience.

Students are always willing to work hard for a teacher that is reciprocating that hard work.

One of the most powerful elements of feedback for our learners is to praise them for their efforts and hard work

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.

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.

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

The research is clear: 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

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.

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.

in addition to reminding students to use alternative text for images to support those with visual disabilities.