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There's no one teaching them about the nuances involved in creating a positive online footprint.

if you’re not transparent or findable in that way—I can’t learn with you.

“Without sharing, there is no education.”

Have we really hit the tipping point with online communities and collaboration– true collaboration? Is deep collaboration (moving past talk and cooperation to appreciative and collective action ) so prevalent among education that we can call it “old hat”?

Shouldn’t we be trying to  understand what is happening in those spaces that were new only a few years ago, determining how to best use them to learn and help our students learn?

re people confusing talking to people online with deep, connected learning?

Despite the considerable differences among all those institutions, one idea binds them together: the understanding that reflection and practice together are the best pedagogy. As Andrew Delbanco puts it in College: What It Was, Is, and Should Be: "Learning is a collaborative rather than a solitary process.

Computers will enhance learning, but they will never replace the profoundly personal dimension in deep learning.

We know that the best learning involves practices—lots of them. We know that effective learning is best achieved through the engagement of other deeply attentive human beings. The learning might occur in a traditional classroom, but it might happen in a different space: a lab, a mountain stream, an international campus, a cafeteria, a residence hall, a basketball court.

must engage in ongoing capacity-building; ideally including a combination of coaching, mentoring, support and training.

Not surprisingly, technology investments seldom produce maximal educational returns. To strengthen this weak link, any consideration of purpose-built technologies must benefit from including strong training, professional development, and ongoing professional learning components.

1) focus on project based learning 2) focus on play 3) focus on student-centric learning & passion (applied in both kindergarden and graduate school) 4) focus on practical problem solving 5) focus on the spirit of kindergarden 6) some outside the classroom learning 7) support activities & support structures for facilitating student passions 8] Everyone likes the physical world & experience (not just kids) 9) Can do media & virtual words too, in conjunction with physical world (particularly for modeling of complex systems) 10) Challenge to integrate individual/personal passion into group projects & collaboration (connect similar interests or complementary skills in an “organic way”) 11) There is a distinction between emergent collaboration and the order of “you 3 work together” 12) Scratch can change education–mirroring the use of Logo before it. Also, scratch mirrors snapping Legos together to create “media rich projects and share in an online community” Its programming for novices. Its accessible & tinkerable. Its about meaningful projects (not just generating list of prime #s). Resnick also points to the interesting program of Alice at Carnegie Mellon which is 3-D, but it unfortunately isn’t as meaningful & personal & social as Scratch. They’ve had 1 million projects in 3 years from kids around the world

Observers say that Albemarle County stands out as a district that thrives on change and innovation, with a willingness to challenge the status quo to build a new type of learning environment for students.

In most school districts around the country, they say, innovation is happening at a painfully slow pace and often only in pockets such as individual classrooms, rarely if ever making the jump to a real, systemwide shift.

Those factors include strong leadership, empowered teachers and students, an infusion of technology districtwide, the creation of an organization with continuous learning at its core, and the freedom to experiment.

Model for your staff the power of community, the power of connection, and the power of creation.

blending technology with face-to-face teacher time generally produces better outcomes than face-to-face or online learning alone

Rather, what matters most is how students and teachers use technology to develop knowledge and skills. Successful technology integration for learning generally goes hand in hand with changes in teacher training, curricula, and assessment practices

Students playing an active role in their learning and receiving frequent, personalized feedback Students critically analyzing and actively creating media messages Teachers connecting classroom activities to the world outside the classroom

Digital games for learning academic skills change depending on each student’s ability and course of action. Such games provide personalized feedback in real time—something a traditional classroom often doesn’t offer.

“The technology and the research have evolved to the point where we can actually have a sense of the impact games are having on learning,”

“One of the things we can do for these kids,” he says, “is to give them exposure to different contexts that they would never otherwise encounter.”