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The truth about how to create sustainable conditions for powerful teaching and learning is bred in the bones of schools rather than the brains of researchers or policy-makers. Motivated by this belief, new and restructuring schools that aim to incorporate the CES Common Principles forge connections with other Coalition schools. They rely on each other for support, mutual learning, and perspective.

by Ron Tanner, November 6, 2011 This article echoes some of what Geoff ? said several years ago. When I began teaching a course called "Writing for the Web," three years ago, I pictured myself scrambling to keep up with my plugged-in, tech-savvy students. I was sure I was in over my head. So I was stunned to discover that most of the 20-year-olds I meet know very little about the Internet, and even less about how to communicate effectively online. The media present young people as the audacious pilots of a technological juggernaut. Think Napster, Twitter, Facebook. Given that the average 18-year-old spends hours each day immersed in electronic media, we oldsters tend to assume that every other teenager is the next Mark Zuckerberg. Aren't kids crazy about downloading music, swapping files, sharing links, texting, and playing video games? But video games do not create savvy users of the Internet. Video games predate the Internet and have little to do with online culture. When games are played online, the computer is no longer an open portal to the world. It is an insular system, related only to other gaming machines, like Nintendo and Xbox. The only communication that games afford is within the closed world of the game itself-who is on my team? At their worst, games divert children from other, more enriching experiences. The Internet's chief similarity to video games is that both siphon off audiences from television, which will soon reside exclusively on the Internet. As a delivery system for television, film, and games, the Internet has proved itself a premier source of entertainment. And that's all that most young people know about it. Why wouldn't we educate students in sophisticated uses of the Internet, which is commanding an increasing amount of the world's time and attention? I'm not talking about a course on "How to Understand the Internet" or an introduction to searching for legitimate research-paper sources online (although that is useful, obviously

Definition from Wikipedia. Bloom's taxonomy is essentially the classification of learning objectives that educators set for students.

A series of 4 books by Jim Burke, published by Scholastic, 2009.

Burke's work was mentioned as supporting design of a course to boost college readiness.

Mashable.com is a very popular site for learning more about important social media tools, with information on trends, lists (e.g. 11 Essential Social Media Resources You Might Have Missed), and how-tos, included guides to Twitter and Facebook.