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Research  Teaching students to research is a common standard across all grade levels, elementary, middle school, high school, and beyond. Diigo excels as a research tool: Students can save relevant websites to lists in their Diigo student accounts. Each saved bookmark captures the URL and a screenshot, and can be searched later. Students can highlight important information right on the website, using Diigo. Later, when students return to the website, they find the reason they saved the bookmark in the first place. Students can use virtual sticky notes to summarize the important points of information from the website. This activity will mimic the time-tested procedure of using note cards to summarize and organize research projects. Students working on similar topics can create and join groups in order to collaborate. Later, when students need to document their sources, Diigo can be used to recall website URLs for citing sources.

Teacher can setup separate accounts - one is for their professional / personal usage, and one to be used for instruction with their students.  That way, there is less concern of mingling these.

paper copies of their absent work; now teachers post worksheets, links, videos, and other resources

flipped classrooms can be created

communication increases. Groups are developed within the system for sharing resources, sending messages, and connecting with staff and students.

attracted to technology outside school;

built-in reward system in which teachers can give badges to students for good attendance, participation, etc. to reinforce positive behaviors.

opportunity to communicate

Class participation and collaborative work increases

Parents

Reach out when students appear to be struggling.

Use online learning to reach a more diverse group of learners.

Put a spotlight on interpersonal communications.

strong collaboration between students, teachers and parents.

. The discussions are asynchronous, so students can share their input when it best suits them.

Outline the virtual school's objectives and goals early in the game.

discipline, commitment, and organization are key traits for any successful student,

four- to five-day orientation course

Using a common visual anchor (e.g., a common diagram) can help people maintain joint visual attention.

Sharing operates on two levels: sharing common goals and sharing ideas.

Many college students dislike group projects. Some of this is naïve egoism and an unwillingness to compromise

Collaboration requires a great deal of turn-taking coordination.

It can be useful to establish collaborative structures and rules.

primary reason for collaborating is that people bring different ideas to the table. The first four ingredients—joint attention, listening, sharing, and coordinating—support the exchange of information. The fifth ingredient is understanding why people are offering the information they do. This often goes beyond what speakers can possibly show and say (see Chapter S). People need to understand the point of view behind what others are saying, so they can interpret it more fully. This requires perspective taking. This is where important learning takes place, because learners can gain a new way to think about matters. It can also help differentiate and clarify one’s own ideas. A conflict of opinions can enhance learning (Johnson & Johnson, 2009).

An interesting study on perspective taking (Kulkarni, Cambre, Kotturi, Bernstein, & Klemmer, 2015) occurred in a massive open online course (MOOC) with global participation. In their online discussions, learners were encouraged to review lecture content by relating it to their local context. The researchers placed people into low- or high-diversity groups based on the spread of geographic regions among participants. Students in the most geographically diverse discussion groups saw the highest learning gains, presumably because they had the opportunity to consider more different perspectives than geographically uniform groups did

Devices should drive engagement, pique curiosity, and encourage creativity.

If teachers design the activity well, students will be too absorbed in what they're doing to be off task.

they had 20 minutes to complete the activity, which was enough time for them to accomplish the task without getting bored or wandering off task.

Students have more opportunities to learn from one another, and they begin to value their peers as resources in the classroom.

It's hard for me to imagine that devices are a distraction if students are challenged and engaged.

This collaboration makes it hard for a student to be off task because the group relies on each member to contribute to the final product.