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Second, students need to be able to use the technology

Third, technology must be relevant and interactive to the coursework

Fourth, technology must be used for a practical purpose—that is, taking the fundamentals and technology learned over a semester and applying it to a final project, where creativity and uniqueness is required and rewarded

Distance education and online courses don't work well with Net Geners—the social component of learning is required.

How the Net Gen Learns

taught himself

wide range of interests

not locked into one thing

when challenged, they excel in creative and innovative ways

doing hands-on work and working in groups,

Using technology only enhances the hands-on experience; it does not—and cannot—replace human interaction.

All Creative Commons licenses have many important features in common. Every license helps creators — we call them licensors if they use our tools — retain copyright while allowing others to copy, distribute, and make some uses of their work — at least non-commercially.

I don’t accept laziness or haphazard work, but I usually reject it with a smile and a joke

At this point, I need stick notes to track down sticky notes

I resisted activities where the students “taught” each other for fear that they would leave something out

I will be extremely busy

I am eliminating much of the homework requirements so students can work on the online course

It will be an enormous challenge for me to let students take the lead and not dominate the airspace. If I want my students to make it to that “performance” or “resolution” stage I see this stepping back as being essential. I want them to “Perform” in the sense that they build their learning into webpages. If I dominate their peer critiques, for example, they might as well become my webpages. The intent is for them to run wild with their creativity, and to step away from me as the direct instructor. He also discusses the steps groups take to make decisions, “forming, norming, storming, and performing.” Garrison emphasizes that groups not only need time, but also clearly stated goals to function productively. I am very familiar with his claim that, “groups do not naturally coalesce and move to integration and resolution phases.” I loathe group work for this very reason! I have avoided it much of my teaching career, afraid of losing control of the classroom and the content, and often seeing little progression in student learning when I do venture to use it. He goes on to argue that, “direction and facilitation is required to establish cohesion and ensure messages are developed.” I guess I assumed this, that you need to give clear directions, state your goals for the activity, and facilitate its progression. I’m concerned with how this will go online.

This reminds  me of Kelly as a “thread killer.”

time consuming

whether I’d catch the next episode of the “Backyardigans.”

20 percent of all new hires leave the classroom within three years. In urban districts, the numbers are worse; close to 50 percent of newcomers leave within their first five years.

Poor children are the most likely to be taught by the newest and least-qualified teachers

But if students rarely — if ever — see a teacher of color, or if teachers of color feel isolated and/or burdened by being "the only" in their schools, educational quality suffers.

Such "conversation" implies thoughtful dialogue. We need to create the institutional spaces where in-depth reflection and discussion about good teaching take place on a regular basis.

"We have tried to figure out how you can have creative and constructive resistance and how you can layer in your knowledge . . . to try to craft something that has integrity and matches what we know about learning."

It's a matter of reform grounded  in the classroom, of respect for teaching as a profession, of a broader vision of social justice, and of improved organizing and collaboration.