considering the credibility (truthfulness) and validity (usefulness) of the information obtained.

identify an area of interest

7) When mobile technology is readily available and performing correctly in the classroom, students are able to access the most up-to-date information quicker and easier than ever before.

8) The traditional passive learning model is broken. With technology in the classroom the teacher becomes the encourager, adviser, and coach.

3) It gives students the opportunity to enhance the interaction with their classmates and instructors by encouraging collaboration.

1) If used correctly, mobile devices and the applications they support, will help prepare students for their future careers.

But now technology is advancing at such a rate that traditional ways of teaching and learning are not pushing students and teachers to their full potential.

For my classmates and me, computers were just tools to get things done

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

At the Modification and Redefinition level, the task changes and extends the walls of the classroom.

engaging students in learning experiences that could not be accomplished without technology

The SAMR model  is a useful tool for helping teachers think about their own tech use

Researchers have determined that technology integration typically moves through specific levels. The higher the level of an activity the greater the educational benefit.

Knowing how to read, write, and participate in the digital world has

he web literacy skills and competencies identified under reading on the web are as follows.

skills to move from being a consumer to a maker on the web.

What we concluded is that people needed the map to be more approachable, accessible, and applicable for learning and teaching web literacy skills.

What leadership skills are being developed as a result?

“Participate” is how we connect on the web.

degree to which you can read, write, and participate on the web while producing, synthesizing, evaluating, and communicating information shapes what you can imagine—and what you can do. follows:

Knowing how to read, write, and participate in the digital world has become the 4th basic foundational skill next to the three Rs—reading, writing, and arithmetic

impact policies and practices to ensure the web remains a healthy open and public resource for all.

We need a leadership alliance between education and technology developers

But if web literacy, including web programming, was adopted by every school as a fourth basic literacy, kids would not only learn how to code, they would learn about interactivity, collaboration, the melding of the artistic and the scientific, creativity, and precision.

Learning the basics of intellectual property is part of web literacy.

Making web literacy the fourth literacy begins with the premise that not only are humans capable of learning together–we’re doing it, contributing to peer learning online, every day of our lives. That is a major educational paradigm shift, the great gift we’ve been given by those who built the web on open architecture.

would build the largest encyclopedia the world has ever known, because we love to share what we know with others, and we’re even willing to spend endless hours creating our own community standards, editing, and making it right.

No one would have believed that peers could contribute knowledge and advice, helping one another to learn through YouTube videos, Wikipedia, or other sites.

the conceptual DNA that helps you to understand and negotiate the world you live in.

You don’t just learn “about” reading: you learn to read. You don’t just learn “about” arithmetic: you learn to count and calculate. You don’t just learn “about” the web: you learn to make your own website.

Digital literacy is not about the skills of using technologies, but how we use our judgment to maintain awareness of what we are reading and writing, why we are doing it, and whom we are addressing.

I place students in authentic situations as much as possible. When they tweet and blog, they have a public audience beyond our class. I ask students to tweet to other educators and learners (locally and internationally).

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? Do our students recognize the ways in which Facebook’s privacy settings continually shift without user permission, and what posting a photo today might mean for their future employment opportunities? Do students recognize the importance of password-protecting their devices and having different passwords across platforms?

allow them the choice of which platform to use for the support they need, but I make sure they ask questions. 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?

It means teaching progressively rather than sequentially, which helps learners understand better and more clearly over time.

When would you use Twitter instead of a more private forum? Why would you use it for advocacy? Who puts themselves at risk when they do so?

Unfortunately, many focus on skills rather than literacies.

A considerable body of work now suggests that socioeconomic status predicts digital literacy skills.2

The concept of digital and media literacy as a broad construct has not yet entered political discourse. Policy makers must recognize digital and media literacy as literacy in today’s world.

In short, interventions that equip youth to critically navigate their digital lives have positive impacts that mitigate potentially harmful effects of participation in digital spaces.

The fallout about “fake news” from the 2016 US presidential election is but 1 example of the consequences we face when citizens do not engage critical digital and media literacies.

eading and writing in digital spaces may require a more complex application of skills than print-based literacy2

These questions underscore what parents, educators, health professionals, and community leaders need to know to ensure that youth become digitally and media literate.

The use of social technology (eg, texting, instant messaging, e-mailing) has become a primary method of communication for a majority of young adults, and interrupting the use of these technologies can lead to increased levels of anxiety.

For these individuals, opting to substitute digital media for interpersonal communication to avoid feared situations may become cyclically reinforced over time, making the person even more avoidant and worsening the symptoms and severity of social anxiety disorder.1

n contrast, research with adults showed that using the Internet to communicate with friends and family was linked with decreases in depression.6

However, considering that these types of technologies are often used to access video entertainment, much of what we know about fear and children is applicable to modern types of media use.

Research on traditional media has found that the representation of attractive people leading exciting and idealized lives in media programs invites social comparison and contributes to dissatisfaction with oneself.4

learn how to manage a basic website, improving their skills and confidence in the process, as well as understanding a lot more about how the web works,

The school facilitates the purchase of the domain; it helps with installation of WordPress and other open source software; it offers both technical and instructional support; and it hosts the site until graduation when domain ownership is transferred to the student.