A higher level of activating interest is to have students propose their own ideas for products and activities.

Student interest in a topic holds so much power. When a topic connects to what students like to do, engagement deepens as they willingly spend time thinking, dialoging, and creating ideas in meaningful ways.

remix capitalizes on skills and fluencies, from video editing to collaborative production processes, that have become increasingly essential for students in the modern world.

remix education empowers learners and students to express themselves thoughts through “recycled” culture and media, using preexisting objects—including music and video—as the building blocks for their own unique point of view.

remix is a part of a global creative exchange, aiding and mediated by technology. Second, the deliberate act of “cut/copy and paste”—which relies on core analytical and critical competencies, as creators and remix artists comprehend and synthesize cultural materials in order to synthesize their own works—becomes the paradigmatic and pedagogical framework for remix culture.

Even the American dream—”life, liberty, and the pursuit of happiness”—as penned by Thomas Jefferson, is little more than a remix of John Locke’s assertion that government existed to protect citizens’ “life, liberty, and estate.”

remix culture and education lie at the very core of how to teach multimedia skills and critical thinking in the classroom.

Creation can be viewed simply as the act of producing, or causing to exist.  Construction is the building or assembling of an infrastructure.

The origin of OCC was originally structured around the idea of content creation as defined by Sonia Livingstone in her theoretical definition of media literacy (2004). She identified that in order to “identify, in textual terms, how the Internet mediates the representation of knowledge, the framing of entertainment, and the conduct of communication”, our understanding of construction and creation needs to be broad enough to allow for change in the future. I believe that viewing the work as construction and more expansive that just creation allows for this eventuality.

ursuing deep learning requires moving beyond learning about – “what the facts are, where they came from, and who believes them” – to learning to be – which involves “design” in the sense of understanding how and when and why knowledge of various kinds is useful for and sufficient for achieving particular purposes and goals.

n 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.

very single act of reading and choosing and criticizing and praising culture is in this sense remix, and it is through this general practice that cultures get made.

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.

Literacy needs much more than the traditional basics of reading and writing the national language; in the new economy workplace it is a set of supple, variable, communication strategies, ever-diverging according the cultures and social languages of technologies, functional groups, types of organisation and niche clienteles.

the inherent multimodality of contemporary forms of representation. 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

growing significance of two ‘multi’ dimensions of ‘literacies’ in the plural—the multilingual and the multimodal.

A filter bubble is the intellectual isolation that can occur when websites make use of algorithms to selectively assume the information a user would want to see, and then give information to the user according to this assumption.

Reciprocal teaching revolves around four global comprehension strategies: predicting, questioning, clarifying, and summarizing. The teacher explains these strategies to small groups using a shared text, first modeling their use, and then asking students to lead the groups.

We then demonstrated how to use basic Boolean search terms.

Learners need classrooms that build critical thinking, communication, and creativity skills in collaborative environments that encourage global citizenship.

During Phase 3, students work both individually and in small groups at using strategies and skills from the previous phases to develop lines of inquiry around curricular topics. This type of project requires clear questions, multiple reliable sources, citations, and a final product that communicates that information to others.

Phase 2 is a collaborative phase during which both teachers and students conduct think-aloud demonstrations and minilessons.

Phase 1 centers on computer basics, word processing skills, Web searching, navigation basics, and e-mail.

Students today must be prepared to navigate the new "Cs of change" that the 21st century has brought us. These Cs include such skills as creativity, communication, collaboration, critical thinking, and comprehension.

No one gave students a map for Internet inquiry. Students needed a sextant, a tool for navigation, to guide them.

Survey! Question! Read! Recite! Review!

Achieve3000® provides the only patented, cloud-based solutions that deliver daily differentiated instruction for nonfiction reading and writing that are precisely tailored to each student’s Lexile® reading level.

This process involves the following five phases:

Internet Inquiry Projects are student interest driven, and are more authentic as a learning activity than traditional WebQuests. Internet Inquiry Projects also align well with Project Based Learning (PBL) initiatives.

We uploaded a pre-publication draft of the column to allow for review, remix, and commentary

What is OER

Open Educational Resources (OER) are teaching, learning and research materials in any medium that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others.

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.

Returning to the Constitution example, a student might augment a presentation on, say, the 14th Amendment with a video clip of how equal protection under the law was enforced during school desegregation.

At this stage, technology is directly substituted for a more traditional one. It is a simple, bare-bones, direct replacement. For example, if you are teaching a government lesson on the Constitution, you might use an electronic or web-based version of the document instead of a hard copy. Students might also answer questions about the Constitution using a Microsoft Word instead of filling out a worksheet.

Substitution, Augmentation, Modification, and Redefinition. Substitution and Augmentation are considered "Enhancement" steps, while Modification and Redefinition are termed "Transformation" steps.

. Think of the difference between seasoning an old family recipe (Enhancement) and creating an entirely new, original dish (Transformation).

Now let’s weave all this technological, pedagogical content knowledge (TPACK) together and enhance the activities of our original lesson plan. The ideas below are examples of activities that can be added to the original list. Remember, the goal is to be purposeful in applying each form of knowledge.

recognized how your content could be presented in more interactive and engaging digital mediums—e.g., video, class discussion, game, etc.—and you knew how to make that happen via your LMS, then you just leveled up to Technical Content Knowledge (TCK).

the point of TPACK is to understand how to use technology to teach concepts in a way that enhances student learning experiences.

the intersections of each are critical because they represent deeper levels of understanding.

When a group investigates a new topic, it can be very fun, and the group will take ownership of the topic and the presentation.

The content or reading assignment is a metaphor for a "puzzle" that students break into smaller pieces to learn.

 Technology provides us all with the ability to develop our own toolkit of flexible resources for use when needed.

Researchers have determined that technology integration typically moves through specific levels.

By better describing the types of knowledge teachers need (in the form of content, pedagogy, technology, contexts and their interactions), educators are in a better position to understand the variance in levels of technology integration occurring.

Teaching with technology is a difficult thing to do well. The TPACK framework suggests that content, pedagogy, technology, and teaching/learning contexts have roles to play individually and together. Teaching successfully with technology requires continually creating, maintaining, and re-establishing a dynamic equilibrium among all components. It is worth noting that a range of factors influences how this equilibrium is reached.

By simultaneously integrating knowledge of technology, pedagogy and content, expert teachers bring TPACK into play any time they teach. Each situation presented to teachers is a unique combination of these three factors, and accordingly, there is no single technological solution that applies for every teacher, every course, or every view of teaching. Rather, solutions lie in the ability of a teacher to flexibly navigate the spaces defined by the three elements of content, pedagogy, and technology and the complex interactions among these elements in specific contexts.

An understanding of the affordances of technology and how they can be leveraged differently according to changes in context and purposes is an important part of understanding TPK.

ny definition of technology knowledge is in danger of becoming outdated by the time this text has been published.

teacher interprets the subject matter, finds multiple ways to represent it, and adapts and tailors the instructional materials to alternative conceptions and students’ prior knowledge.

Pedagogical knowledge (PK) is teachers’ deep knowledge about the processes and practices or methods of teaching and learning.

Content knowledge (CK) is teachers’ knowledge about the subject matter to be learned or taught.

three knowledge bases (content, pedagogy, and technology) form the core of the technology, pedagogy, and content knowledge (TPACK) framework.

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. It is, thus, not surprising that they do not consider themselves sufficiently prepared to use technology in the classroom and often do not appreciate its value or relevance to teaching and learning.

Digital technologies—such as computers, handheld devices, and software applications—by contrast, are protean (usable in many different ways; Papert, 1980); unstable (rapidly changing); and opaque (the inner workings are hidden from users;

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.

Groups that foster connected learning have shared culture and values, are welcoming to newcomers, and encourage sharing, feedback and learning among all participants.

Organizations and adults must meet youth where they are in order to foster connected learning.

college graduates found that a strong connection to a faculty member doubled the positive life outcomes of graduates.

interest helps us pay attention, make connections, persist and engage in deeper learning.

Based on her experiences writing online, Abigail decides she wants to become a professional writer.

Using backward design to plan learning units and courses helps teachers and designers to reflect on what is really important for students to learn. Establishing objectives first enables them to prioritize learning activities so that students can successfully master learning goals.

Once we know what students need to be able to know and do, what needs to happen in the classroom to support that goal?

“how do we know whether or not students have achieved our learning objectives?”

The first step involves reflecting on the standards and curriculum map to identify the key concepts that students should know and be able to understand at the end of the unit. 

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.

Wiggins and McTighe argue that backward design is focused primarily on student learning and understanding

Explore Mozilla’s new Web Literacy Map ≫

A digital footprint is all of the information a person passively leaves and actively shares about themselves online, especially on social media sites. Text, images, multimedia, cookies, browsing histories, IP addresses, passwords, and even Internet service providers all make up a person’s digital footprint.

Evaluate Information Found Online

Virtual Collaboration

Digital databases are the new library. They're infinite, everywhere, and welcome visitors at all hours.

Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.

Group Contributions

why do web literacy skills matter to them.

web