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personalizing learning means allowing students to choose their own paths through the curriculum

t means connecting our expectations to students' passions and interests as learner

Technology allows parents and teachers to provide the right amount of discipline for each student individually, and to supplement where necessary. It also allows students to learn at their own pace, which can help keep them interested and excited about the material.

Take learning out of and beyond the classroom. Children learn in a multimodal manner -– they want to be able to touch and hear and see things up close. Netbooks or laptops that feature tools like a camera, writing stylus and audio recording capabilities help to encourage a multimodal approach to learning. The more learning modes (auditory, visual, and experiential) that are exercised, the more likely the material they are learning is likely to stay with them long-term.

In today’s technology-rich environment, physical access to information has never been easier. Intellectual access however, can be denied to the student who does not possess the cognitive strategies for selecting, retrieving, analyzing, evaluating, synthesizing, creating, and communicating.

The accepted definition of literacy has evolved from being able to read and write to the expanded and more elaborate ability to address the practices and outcomes of education in the Information Age. Literacy is referred to in different terms: math literacy, reading literacy, media literacy, print literacy, visual literacy, cultural literacy, computer literacy. Each literacy prescribes a particular process by which that content area can be more easily negotiated. But there is one -- Information Literacy -- under which all the other literacies reside because it is a tool of empowerment. Students who possess information literacy have a heightened capacity for doing meaningful, relevant work. "Regardless of where information literacy skills are employed, they are applicable in any school, play, or work situation."

From linear to hypermedia learning - Students move back and forth between information sources in an interactive and non-sequential way. From direct instruction

There is increasing recognition that the end result of computer literacy is not knowing how to operate computers, but to use technology as a tool for organization, communication, research, and problem solving. This is an important shift in approach and emphasis. 

Successful integrated information skills programs are designed around collaborative projects jointly planned and taught by teachers and library media professionals. Information technology skills instruction can and should be imbedded in such a curriculum. Library media specialists, computer teachers, and classroom teachers need to work together to develop units and lessons that will include both technology skills, information skills, and content-area curriculum outcomes. 

Students need to be able to use computers and other technologies flexibly, creatively and purposefully. All learners should be able to recognize what they need to accomplish, determine whether a computer will help them to do so, and then be able to use the computer as part of the process of accomplishing their task. Individual computer skills take on a new meaning when they are integrated within this type of information problem-solving process, and students develop true "information technology literacy" because they have genuinely applied various information technology skills as part of the learning process. 

In Uzbekistan, a child-friendly preschools engage children

Information literacy is further described as "the basis for lifelong learning."

information literate student "reads the text and selects main idea."

while students are interested in using their phones for academic purposes, they still require guidance from educators to choose the most appropriate mobile resource and to evaluate mobile websites and mobile apps.

Mobility offers the ability to engage learners of all ages with anywhere, anytime access.

The presence of socially connected, multitasking students in the classroom urges educators to move away from an "information-dissemination" role toward a more interactive, collaborative process in which they guide learners in the skill of evaluating and assessing available information.

creating innovative and interactive learning activities that fully engage learners in experiences they perceive to be both interesting and relevant to their interests and future.