When we compare a textbook from 1935 with a contemporary one, wenote that there tends to be less writing now than there had been, and thewriting that there is differs from the writing of 40, 50, or 60 years ago, bothsyntactically and in its use.

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.

each Source EvaluationSkillsIf you want to teach source evaluation skills, have small groups conduct research to answer a three-part problem such as this:1.How high is Mt. Fuji in feet?2.Find a different answer to this same question.3.Which answer do you trust and why do you trust it?As you observe students begin work on the third part of the problem, you likely will see a student begin to use the strategy that you have tar-geted: locating and evaluating the source of the information. When you see someone use this strategy, perhaps by clicking on a link to “About Us,” interrupt the other groups and have this student teach the strategy to the class, explaining how he or she evaluates a source for expertise and reliability. There are many inconsistent facts online that can also be used, just like this, to teach source evaluation including: “How long is the Mis-sissippi River?” or “What is the population of San Francisco?

Because it’s easy for anyone to publish online, authority of information typically merits more evaluation.

Although adolescent "digital natives" may be skilled with social networking, texting, video downloads, MP3 down loads, and mash-ups, they are not generally skilled with online information use, including locating and critically evaluating information (B

hallenged readers who possess online reading comprehen sion skills may read online better than do students who per form at higher levels with offline reading comprehension but lack online reading skills (

4. Online information and communication skills are included

nternet is no more a technology than is a book; its functional affor dances define it more than its technological affordances. Fr

In math classes, students frequently take group tests and can consult with one another on the answers, but the teacher chooses only one test at random to grade for the group. Because the group work is intentionally more difficult, this process keeps individual students accountable for full participation in group work. To measure how well the groups work together, the teacher also gives out a group-collaboration grade for each unit, which is worth 10 percent of a student’s grade. While students participate in the group discussions around the Harkness table in English, the teacher selects one student to be the moderator and another to be the discussion tracker who records the flow of the conversations. The moderator can look at the discussion tracker’s notes and see which students he should invite to chime in.

  Image created by Dr. Ruben Puentedura, Ph.D. http://www.hippasus.com/rrpweblog/

integration efforts should be creatively designed or structured for particular subject matter ideas in specific classroom contexts.

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.

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.