we’ve developed elements of online collaborative inquiry, and online content construction to help expand the work students are involved in as they use online information sources to research and develop media skills.

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.

Internet reciprocal teaching builds on the same principles; 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.

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

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. In addition, the rise of the Internet means that teachers must shift how they teach reading and writing

Deliberately teaching online reading and research skills is one way to keep students from foundering on their way to the future.

In short, online reading compre-hension is online research. Second, online reading also becomes tightly integrated with writing as we communicate with others to learn more about the questions we explore and as we communicate our own inter-pretations. A third difference is that new technologies such as browsers, search engines, wikis, blogs, e-mail, and many others are required. Addi-tional skills and strategies are needed to use each of these technologies effectively.

Thus, when we speak of New Literacies in an online age we mean that literacy is not just “new” today; it becomes “new” every day of our lives

Each requires additional reading and/or writing skills to take full advantage of its affordances. In addition, new tools for lit-eracy will appear on the Internet tomorrow with additional, New Litera-cies required to use them effectively.

Internet is also altering the nature of literacy, generating New Literacies that require additional skills and strategies. Most importantly, it is reshap-ing the nature of literacy education, providing us with many new and exciting opportunities for our classrooms.

They suggest this approach is likely to lead to greater equity, understanding, and acceptance of continuously new technologies within educational systems.

When students are taught to listen to each other’s ideas, give regular feedback, and focus on strong communication, they become skilled collaborators.

Encouraging students to reach out to one another to solve problems not only builds collaboration skills but leads to deeper learning and understanding.

Substitution The SAMR Ladder: Questions and Transitions What will I gain by replacing the older technology with the new technology?AugmentationThe SAMR Ladder: Questions and Transitions Substitution to AugmentationHave I added an improvement to the task process that could not be accomplished with the older technology at a fundamental level?How does this feature contribute to my design?ModificationThe SAMR Ladder: Questions and Transitions Augmentation to ModificationHow is the original task being modified?Does this modification fundamentally depend upon the new technology?How does this modification contribute to my design?RedefinitionThe SAMR Ladder: Questions and Transitions Modification to RedefinitionWhat is the new task?Will any portion of the original task be retained?How is the new task uniquely made possible by the new technology?How does it contribute to my design?

The key to successful technology integration is the efficient use of digital tools tools that are appropriate for the task.  Technology provides us all with the ability to develop our own toolkit of flexible resources for use when needed.

The SAMR model  is a useful tool for helping teachers think about their own tech use as they begin to make small shifts in the design and implementation of  technology driven learning experiences to achieve the next level.  Dr. Puentedura has included Questions and Transitions Ladders  with the SAMR model to help teachers make transitions to each level.  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.

 SAMR is a model of tech integration designed by Dr. Ruben R. Puentedura, Ph.D. that is simple, easy to gauge, and offers all educators something to strive for.

Apple’s use of the SAMR model as a framework for tech integration presents a consistent, clear and powerful message that is spreading!

The TPACK framework for teacher knowledge is described in detail, as a complex interaction among three bodies of knowledge: Content, pedagogy, and technology.

Programs and organizations designed around connected learning are serving young people around the country and world.

Connections Across Settings

Shared Purpose

Shared Practices

Sponsorship of Youth Interests

Connected learning does not rely on a single technology or technique. Rather, it is fostered over time through a combination of supports for developing interests, relationships, skills, and a sense of purpose

Youth who participated at YOUmedia saw clear results.

YOUmedia centers on digital media production such as music, art, poetry and journalism. Young people can “hang out socially, mess around with new projects and geek out” in areas of specialization when they want to take the leap

Success beyond the classroom requires tangible connections to real-world career and civic opportunities. The Digital Youth Network provided in- and out-of-school connected learning experiences to low-income students in Chicago.

Learners need support from peers and mentors to persist through setbacks and challenges.

Learning is motivating when it grows out of personal interest. A growing body of research indicates that interest helps us pay attention, make connections, persist and engage in deeper learning. For example, when reading about games they enjoy playing, teenage boys read at a much higher level than their reading level in school.

The research is clear: Learning is irresistible and life-changing when it connects personal interests to meaningful relationships and real-world opportunity.

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

a supportive community on Wattpad, an online publishing app

Connected learning combines personal interests, supportive relationships, and opportunities. It is learning in an age of abundant access to information and social connection that embraces the diverse backgrounds and interests of all young people.

connected learning posits that the most meaningful and resilient forms of learning happen when a learner has a personal interest or passion that they are pursuing in a context of cultural affinity, social support, and shared purpose.

connected learning is about examining learning that cuts across the contexts of home, school, and peer culture, looking at the links and disjunctures between them. 

Thus, we should allow for some ambiguity in terms and definitions, as new technologies afford new digital spaces for literacy learning, which will continuously be new, multiple, and rapidly disseminated

eight essential elements of digital literacy that lead to positive action:

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.

Although Wikipedia is not a scholarly source, it is usually a good enough first stop to learn about something. However, students need to know how it is updated. They need to recognize that there are back-channel discussions about what ends up appearing on the site. These discussions can be fraught with power dynamics, resulting in controversial issues appearing unbalanced as more powerful authors block alternative viewpoints.

It is important for students to recognize that although technology gives us a lot of power, it also restricts us in many ways, and we need to question how the affordances of technology modify our communication and our behavior.

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). They tweet about their burning questions and seek feedback on what they are working on for class.

We also need to recognize the risks of blogging/tweeting, which include opening avenues for abuse. We should not be throwing students into the public domain to discuss sensitive topics without having conversations with them on what they might face and which of these risks they are willing to take, how they would handle it, and how they might support each other. Then we should give them a private option if they so choose.

do we remind them of the risks of placing their information online and give them choices of how much personal information to reveal?

Digital skills would focus on which tool to use (e.g., Twitter) and how to use it (e.g., how to tweet, retweet, use TweetDeck), while digital literacy would include in-depth questions: 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. Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom

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. The Mozilla Foundation and community of volunteers have worked to address this paradox by creating a Web Literacy Map. These efforts seek not to simply understand the web but to empower adolescents to help build a better open web.

The World Wide Web has become this generation’s defining technology for literacy. This technology facilitates access to an unlimited amount of online information in a participatory learning space.

To hold information-age jobs, people also need to think deeply about issues, solve problems creatively, work in teams, communicate clearly in many media, learn ever-changing technologies.

21C Skills emerge as skills critical to success in today’s world. They enable individuals to become teachers, advocates, and community leaders to leverage and advance the web as an open and public resource

Participating on the web allows users to remix, modify, and share content, and the skills and competencies in this strand drive the open web.

Creating mental and physical representations of digital content focused on accessibility and approachability

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

Evaluate Comparing and evaluating information from a number of sources online to test credibility and relevance.

Synthesize Integrating separate and unique information from multiple online sources.

Understanding the basic structure of the web and being able to understand how this affects reading online

Using questions and keywords to find the information you need.

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

Specifically, these skills are described as:

these digital-age skills help us live and work in today’s world

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—in a rapidly evolving, networked world. Having these skills on the web expands access and opportunity for more people to learn anytime, anywhere, at any pace.

To help people become good citizens of the web, Mozilla focuses on the following goals: 1) develop more educators, advocates, and community leaders who can leverage and advance the web as an open and public resource, and 2) impact policies and practices to ensure the web remains a healthy open and public resource for all. In order to accomplish this, we need to provide people with open access to the skills and know-how needed to use the web to improve their lives, careers, and organizations.

reach and meet the growing number of diverse audiences using the web.