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Students have discovered that learning is no longer bound to the confines of the school building and schools are beginning to realise that teaching students how to use these technologies effectively for academic purposes is essential if they want their students to engage in the use of social networking appropriately, less sporadically and more spectacularly.

The use of the internet is becoming an ever more integral part of young people’s lives and, as a result, they are communicating with each other on an unprecedented scale.

In my view, teaching and learning need to reflect these social changes and conform to the needs and expectations of today’s young people.

What the Research Found

The study results indicated that, in general, using interactive whiteboards was associated with a 16 percentile point gain in student achievement. This means that we can expect a student at the 50th percentile in a classroom without the technology to increase to the 66th percentile in a classroom using whiteboards. In addition, three features inherent in interactive whiteboards have a statistically significant relationship with student achievement. The first is the learner-response device—handheld voting devices that students use to enter their responses to questions. The percentage of students providing the correct answer is then immediately displayed on the board in a bar graph or pie chart. Using voting devices was associated with a 26 percentile point gain in student achievement. A second feature is the use of graphics and other visuals to represent information. These include downloaded pictures and video clips from the Internet, sites such as Google Earth, and graphs and charts. Use of these aids was also associated with a 26 percentile point gain in student achievement. A third feature is the interactive whiteboard reinforcer—applications that teachers can use to signal that an answer is correct or to present information in an unusual context. These applications include dragging and dropping correct answers into specific locations, acknowledging correct answers with virtual applause, and uncovering information hidden under objects. These practices were associated with a 31 percentile point gain in student achievement.

This school year, the 1.1 million-student New York City system launched a new text-subscription service that notifies parents in English or Spanish of school news and a series of webinars on topics of relevance to parents. The 640,000-student Los Angeles school district hired its first-ever director of social media this past spring, whose main charge is communicating and sharing district information with parents and students via tools such as YouTube, Twitter, and Tumblr.

In the 182,000-student Fairfax County school system in Virginia, 84,500 people have subscribed to the district's enhanced news and information email and text service, the district's Facebook page has 26,000 "likes," and its Twitter account has 8,100 followers

digital technologies to improve communication between the school and parents

Given this insight

SMTs are reshaping theway students communicate

They utilize wall posts, event notifications, and tweets to inform students about upcoming

While these policies are well-intended, they actually do more to create a climate of fear

desire to try and defeat the systems that check for plagiarism.

educators have accidentally created a plagiarism war

Ask students to do role-playing exercises on Facebook or Twitter. For instance, students in an American-history course could each be required to set up a Facebook page for a historical figure and periodically post "status updates" of things the famous people did. Similarly, Utah State University organized a Civil War re-enactment on Twitter.

Some attendees stressed that there is a danger that professors would use

new technologies just because they seemed cool, rather than for any specific learning goa

When a student can be so engaged and motivated, this type of learning tool becomes an important part of the curriculum. Clegg (1991) pointed out the most important predictor of learning is the instructional context and not necessarily the actual game, but the collaborative and cooperative learning built into the overall experience, offering an engaging environment for information assimilation.

Games create competitive and collaborative situations making learning fun and engaging; meeting the many needs of the students (Weiss & Loebbeck, 2008). During the early grades, teachers spend up to eight hours with their students each day; they could utilize the interactive and social aspects in games in order to realize additional learning in the classroom and use it to support other subjects (Klopfer, Osterweil, & Salen, 2009).