Construction also brings in the role of groups of learners in the process of learning and as a result includes elements of social and cognitive constructivism. Learners are encouraged to be creative as they build and revise content.

these new literacies are embodied in new social practices—ways of working in new or transformed forms of employment, new ways of participating as a citizen in public spaces, and even perhaps, new forms of identity and personality.

As a consequence, the traditional emphasis on alphabetical literacy (letter sounds in words in sentences in texts in literatures) would need to be supplemented in a pedagogy of Multiliteracies by learning how to read and write multimodal texts which integrated the other modes with language.

literacy curriculum taught to a singular standard (grammar, the literary canon, standard national forms of the language), the everyday experience of meaning making was increasingly one of negotiating discourse differences.

The world was changing, the communications environment was changing, and it seemed to us to follow that literacy teaching and learning would to have to change, as well.

his also draws on tenets from Understanding by Design (UbD) as you begin with the end in mind and think about where you would like to bring students by the end of the project.

It should also be noted that Internet Inquiry Projects are not only appropriate but also vital for use in classrooms from Pre-K up through higher ed. It is the responsibility of educators in all grades and content areas to modify as needed for learners.

The 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.

Internet Reciprocal Teaching

In my classroom, we spend a lot of time talking about how to summarize a text by finding pertinent points and casting them in one’s own words.

The transformation of a page by Readability is pretty dramatic, and its use can lead to a focused conversation in the classroom about what has been removed, and why, and what has remained, and why. This forced awareness of the construction of a web page is valuable knowledge for young users of the web.

Reading is more individualized, often with one student at one computer.

As educators, we need to take a closer look at what online reading is all about and think about how we can help our students not only navigate with comprehension but also understand the underlying structure of this world.

Readers read for different purposes. Sometimes they read for pleasure. Sometimes they read for information. Their reason for reading impacts the way they read. They may skim or read carefully depending on why they are reading. Throughout this process, readers monitor the meaning they are constructing. When the text does not meet their purposes, they may switch to another text. Readers expect what they are reading to make sense. They use a repertoire of strategies, such as rethinking, re-reading or reading on to clarify ideas, to make sure they understand what they read in order to accomplish their purposes.1

The SAMR model truly covers the entire spectrum of tech integration

The key to successful technology integration is the efficient use of digital tools tools that are appropriate for the task.

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

technological tools can provide a greater degree of flexibility in navigating across these representations.

FITness, therefore, requires a deeper, more essential understanding and mastery of information technology for information processing, communication, and problem solving than does the traditional definition of computer literacy.

PCK is the notion of the transformation of the subject matter for teaching

Pedagogical knowledge (PK) is teachers’ deep knowledge about the processes and practices or methods of teaching and learning. They encompass, among other things, overall educational purposes, values, and aims.

knowledge of concepts, theories, ideas, organizational frameworks, knowledge of evidence and proof, as well as established practices and approaches toward developing such knowledge.

there are three main components of teachers’ knowledge: content, pedagogy, and technology. Equally important to the model are the interactions between and among these bodies of knowledge,

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

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.

This paper describes 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)

While wealthy families are embracing the potential of new technologies for learning, and investing more and more in out-of-school and connected learning, less privileged kids are being left behind. Access to specialized, interest-driven and personalized learning used to be difficult and scarce. But in today’s networked world, there’s no reason why all children should not have the opportunity to pursue connected learning.

We need to harness these new technologies for learning rather than distraction.

.The “connected” in connected learning is about human connection as well as tapping the power of connected technologies. Rather than see technology as a means toward more efficient and automated forms of education, connected learning puts progressive, experiential, and learner-centered approaches at the center of technology-enhanced learning.

These inquiry-based teaching methods engage students in creating, questioning, and revising knowledge, while developing their skills in critical thinking, collaboration, communication, reasoning, synthesis, and resilience

students learning knowledge to tackle realistic problems as they would be solved in the real world increased student control over his or her learning teachers serving as coaches and facilitators of inquiry and reflection students (usually, but not always) working in pairs or groups

project-based learning (PBL) can increase retention of content

qualities like the ability to work on a team, problem-solving skills, written and verbal communication skills, and initiative

the project is often hypothetical—students know it’s still a school assignment,

In the process of solving the problem, students also meet required standards, but this work is integrated into the project,

Developing and presenting effective messages, and contributing to groups through appropriate interactions and active listening.

college and career readiness, and workforce development

Writing on the web enables one to build and create content to make meaning

critical thinking, collaboration, problem solving, creativity, communication

they might create real products that people outside school use.

and met with teams to monitor their progress.

To guide students in real inquiry, refer students to the list of questions they generated after the entry event. Coach them to add to this list as they discover new insights. The classroom culture should value questioning, hypothesizing, and openness to new ideas and perspectives.

each team regularly paused to review how well they were collaborating and communicating,

teachers might provide a limited menu of options for creative products to prevent students from becoming overwhelmed by choices.

gives students a sense of purpose and challenge.

discussion in which students shared their experiences with suspicious water quality, discussed times when beaches had been closed and why, and talked about how much pollution bothered them