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"History students in the Perris Union High School District can do more than adorn their classroom walls with cool projects and posters. PUHSD students join larger communities of activists, historians, and journalists to make the world a better place." And they did it with Chromebooks!

By Cathy Davidson in HASTAC

I like the reflective process this teacher is using to improve her teaching literacy to her students. The methods she is practicing and refining are in contrast to the "one and done" reading approach she mentions students practicing outside of class. A favorite quote in the reflection: "In my class we explore the why--the story behind history. Pace carefully and read closely, and students will discover the why--especially when they can discuss the questions they've had time to think about." Instead of the teacher "teaching" content, the students explore that content and find meaning for themselves that is relevant and connective to other learning experiences.

The academic conversation on MOOCs is starting to polarise in exactly the talking-past-one-another way that so many complex conversations evolve: with very smart points on either side, but not a lot of recognition that the validity of certain key points on one side does not undermine the validity of certain key points on the other. I regret this flattening of online learning into a simple binary of 'politically and financially motivated greed' on the one hand and 'an opportunity to find out more about learning' on the other. Some of both in different situations can be true.

50 blogs in 50 days on the use of technology in learning, from the stone axe to smart phones.