Group items tagged

productive learning is the learning process which engenders and reinforces wanting to learn more" (p. x). Never has that been more possible than at this moment of abundant access to information, knowledge, and people via the web. But "wanting to learn more" suggests a transfer of power over learning from teacher to student—it implies that students discover the curriculum rather than have it delivered to them. It suggests that real learning that sticks—as opposed to learning that disappears once the test is over—is about allowing students to pursue their interests in the context of the curriculum.

literacy is much more than simply reading and writing texts. The organization's position statement (n.d.) now defines 21st century literacies as including "proficiency with the tools of technology," an ability to "manage, analyze, and synthesize multiple streams of simultaneous information," an ability to "design and share information for global communities to meet a variety of purposes," and more.

Stanford professor Howard Rheingold, believe that technology now requires an attention literacy—the ability to exert some degree of mental control over our use of technology rather than simply being distracted by it

I am sure someone told Gutenberg that they would never read his printed text because they loved the feel and smell of hand written scrolls.

To be information literate, a person must be able to recognize when information is needed and has the ability to locate, evaluate, and use effectively the needed information.

Digital literacy is the ability to locate, organize, understand, evaluate and analyze information using digital technology.

Perhaps the weakest area of the typical one-to-one computing plan is the complete absence of leadership development for the administrative team—that is, learning how to manage the transition from a learning ecology where paper is the dominant technology for storing and retrieving information, to a world that is all digital, all the time. Leaders must be given the training to: Craft a clear vision of connecting all students to the world’s learning resources. Model the actions and behaviors they wish to see in their schools. Support the design of an ongoing and embedded staff development program that focuses on pedagogy as much as technology. Move in to the role of systems analyst to ensure that digital literacy is aligned with standards. Ensure that technology is seen not as another initiative, but as integral to curriculum.