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This video was produced as a contribution to the EDUCAUSE book, The Tower and the Cloud: Higher Education in the Age of Cloud Computing, edited by Richard Katz and available as an e-Book at
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Barbara Lindsey on 12 Feb 11

This video was produced as a contribution to the EDUCAUSE book, The Tower and the Cloud: Higher Education in the Age of Cloud Computing, edited by Richard Katz and available as an e-Book at http://www.educause.edu/thetowerandth... or commercially at http://www.amazon.com/gp/product/0967... Produced in 2007 as a conversation starter in small groups. Released in 2011 as a conversation starter online.

<div class="cArrow"> </div><div class="cContentInner">This video was produced as a contribution to the EDUCAUSE book, The Tower and the Cloud: Higher Education in the Age of Cloud Computing, edited by Richard Katz and available as an e-Book at <a href="http://www.educause.edu/thetowerandth" rel="nofollow" target="_blank">http://www.educause.edu/thetowerandth</a>... or commercially at <a href="http://www.amazon.com/gp/product/0967" rel="nofollow" target="_blank">http://www.amazon.com/gp/product/0967</a>... Produced in 2007 as a conversation starter in small groups. Released in 2011 as a conversation starter online.</div>

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Educational Leadership:Teaching Screenagers:Publishers, Participants All - 0 views

www.ascd.org/...lishers,-Participants-All.aspx privacy onlinerights onlinesafety publishing2.0 digital footprint willrichardson

shared by Barbara Lindsey on 14 Feb 11 - No Cached

Building and maintaining a compelling, creative, connected, positive online presence is a literacy for the times, one that we teachers must model and help students develop.
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This is a world in which public is the new default. Thought leader Michael Schrage (2010) notes that "the traditional two-page résumé has been turned into a 'personal productivity portal' that empowers prospective employers to quite literally interact with their candidate's work."
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In addition to teaching safe publishing habits, we must also teach connection, the idea that the "publish" button is no longer the end of the process but a midpoint, an opportunity to learn from those who take the time to read and respond. In essence, we want students to talk to strangers, to have the wherewithal not only to discern good strangers from bad ones, but also to appreciate the huge learning opportunity that online strangers represent.
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At the end of the day, high school graduates need a clear sense of both the potentials and the pitfalls of interacting online. They should be able to create their own connections in safe, effective, and ethical ways. For schools, this means far more than just doing an information literacy unit. Rather, we must envision a K–12 curriculum that seamlessly integrates these new skills and literacies in age-appropriate ways and gradually moves students into more public interactions online. Not doing so would be akin to handing teenagers the keys to the car without having taught them to drive.
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