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"As students spend more time with visual media and less time with print, evaluation methods that include visual media will give a better picture of what they actually know

reading develops imagination, induction, reflection and critical thinking, as well as vocabulary," Greenfield said. "Reading for pleasure is the key to developing these skills. Students today have more visual literacy and less print literacy. Many students do not read for pleasure and have not for decades."

"Wiring classrooms for Internet access does not enhance learning," Greenfield said.

first 60 seconds of your presentation is

Summers and other leaders from various companies were not necessarily complaining about young people's poor grammar, punctuation, or spelling—the things we spend so much time teaching and testing in our schools

the complaints I heard most frequently were about fuzzy thinking and young people not knowing how to write with a real voice.

adult offenders who meet, develop relationships with, and openly seduce underage teenagers

The publicity about online"predators" who prey on naive children using trickery and violence is largely inaccurate.

In the great majority of cases, victims are aware they are conversing online with adults. In the N-JOV Study, only 5% of offenders pretended to be teens when they met potential victims online. (112)

I can say without hesitation that all my traditional educational experiences combined, everything from grade school to grad school, have not taught me as much about learning and being a learner as blogging has. My ability to easily consume other people's ideas, share my own in return, and communicate with other educators around the world has led me to dozens of smart, passionate teachers from whom I learn every day. It's also led me to technologies and techniques that leverage this newfound network in ways that look nothing like what's happening in traditional classrooms.

In many schools and even states, it's been, rather, a movement to block and bust: no blogs, no cell phones, no IM. We take away the powerful social technologies our kids are already using to learn and, in doing so, tell them their own tools are irrelevant. Or, instead of using the complex and challenging phenomenon of a site such as Wikipedia to teach the realities of navigating information in this new world, we prohibit its use. In fact, at this writing, the U.S. legislature is in the process of deciding whether schools and libraries should have access to any of the potential of the Read/Write Web at all. When you read this, blogs and wikis and podcasts (and much more) may be things that students (and teachers) can access and create only from off-campus.

I wonder whether, twenty-five or fifty years from now, when four or five billion people are connecting online, the real story of these times won't be the more global tests and transformations these technologies offered. How, as educators and learners, did we respond? Did we embrace the potentials of a connected, collaborative world and put our creative imaginations to work to reenvision our classrooms? Did we use these new tools to develop passionate, fearless, lifelong learners? Did we ourselves become those learners?

All age groups revealed to share so-called ‘Google Generation' traits New study argues that libraries will have to adapt to the digital mindset Young people seemingly lacking in information skills; strong message to the government and society at large

“Libraries in general are not keeping up with the demands of students and researchers for services that are integrated and consistent with their wider internet experience”,

research into the information behaviour of young people and training programmes on information literacy skills in schools are desperately needed if the UK is to remain as a leading knowledge economy with a strongly-skilled next generation of researchers.

What is the history behind the tool? The Technology Integration Matrix (TIM) was developed to help guide the complex task of evaluating technology integration in the classroom. Basic technology skills and integration of technology into the curriculum go hand-in-hand to form teacher technology literacy. Encouraging the seamless use of technology in all curriculum areas and promoting technology literacy are both key NCLB:Title II-D/EETT program purposes. The Inventory for Teacher Technology Skills (ITTS) companion tool is designed to help districts evaluate teachers’ current levels of proficiency with technology and is also used as a professional development planning and needs assessment resource. The TIM is envisioned as an EETT program resource which can help support the full integration of technology in Florida schools. What is in each cell? Each cell in the matrix will have a video (or several videos) which illustrate the integration of technology in classrooms where only a few computers are available and/or classrooms where every student has access to a laptop computer.

Transformation  The teacher creates a rich learning environment in which students regularly engage in activities that would have been impossible to achieve without technology.

Active

According to a New York Times analysis, New York City students have steadily improved their performance on statewide tests since Mayor Michael Bloomberg took control of the public schools seven years ago.

Critics say the results are proof only that it is possible to “teach to the test.” What do the results mean? Are tests a good way to prepare students for future success?

Tests covering what students were expected to learn (guided by an agreed-upon curriculum) serve a useful purpose — to provide evidence of student effort, of student learning, of what teachers taught, and of what teachers may have failed to teach.

You can’t make any sweeping generalizations based on the results

older students tend to cheat less frequently than younger students

If you are interested in this topic, look for the interesting edited book called Student Plagiarism in an Online World: http://www.igi-global.com/reference/details.asp?ID=7031&v=tableOfContentsI wrote a chapter called, "Expect Originality! Using Taxonomies to Structure Assignments that Support Original Work." In it I discuss the complexities of plagiarism in the context of a digital culture of sharing and suggest that it is rarely black and white. I propose a continuum with intentional academic dishonesty on one end and original work on the other, with gradations in between. Based on my own research and teaching experience, I believe the instructional design and style of teaching can either make it easy-- or very difficult-- to cheat.

Forms and models of learning have evolved quickly and in fundamentally new directions.

All these acts are collaborative and democratic, and all occur amid a worldwide community of voices.

Self-learning: Today’s learners are self-learners.