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Imagine a high school student in the year 2015. She has grown up in a world where learning is as accessible through technologies at home as it is in the classroom, and digital content is as real to her as paper, lab equipment, or textbooks. At school, she and her classmates engage in creative problem-solving activities by manipulating simulations in a virtual laboratory or by downloading and analyzing visualizations of real-time data from remote sensors. Away from the classroom, she has seamless access to school materials and homework assignments using inexpensive mobile technologies. She continues to collaborate with her classmates in virtual environments that allow not only social interaction with each other but also rich connections with a wealth of supplementary content. Her teacher can track her progress over the course of a lesson plan and compare her performance and aptitudes across a lifelong “digital portfolio,” making note of areas that need additional attention through personalized assignments and alerting parents to specific concerns. What makes this possible is cyberlearning, the use of networked computing and communications technologies to support learning. Cyberlearning has the potential to transform education throughout a lifetime, enabling customized interaction with diverse learning materials on any topic—from anthropology to biochemistry to civil engineering to zoology. Learning does not stop with K–12 or higher education; cyberlearning supports continuous education at any age.

he group held a three-day workshop on climate change Aug. 15-17 at Stanford University in Palo Alto, Calif. Eighty students from as far away as New York and Japan are learning how to educate others about global warming and what they can do to fight it.

Inconvenient Youth is a network founded and driven by a team of four teenagers based in Menlo Park, Calif. Their goal is to mobilize young people to educate their communities about environmental science and solutions using a youth-focused version of "An Inconvenient Truth."

Parents are worried about a new form of stranger danger in the form of cyber-bullying - abuse through email, chatrooms or text messaging.

The issues around Internet safety often arose when adults such as parents or teachers did not understand the importance of the online world to their children. "You get children as young as 8 now who say, 'Take away my phone and take away my life'," he said. When children thought they would be restricted from the Internet and mobile phones if they reported bad experiences, such as bullying, they were less likely to report it, he said.

They said the worst part of cyber-bullying was the distance between the perpetrator and the victim. "They don't have to see the consequences if they post a comment or a picture in a chatroom," Hannah said.

A study last year found teens are placing more of an emphasis on image and fame than in the past. Jean Twenge, a psychology professor at San Diego State University who studies young people's trends, found that teens are more confident and assertive than ever before.