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Teaching students good learning strategies would ensure that they know how to acquire new knowledge

Students who use appropriate strategies to understand and remember what they read, such as underlining important parts of the texts or discussing what they read with other people, perform at least 73 points higher in the PISA assessment—that is, one full proficiency level or nearly two full school years

Students can assess their own awareness by asking themselves which of the following learning strategies they regularly use (the response to each item is ideally “yes”):

Developing Responsible-Use Policies:

best way schools can contribute to safe and appropriate use of the Internet and student owned-mobile devices is to move from the traditional AUP approach to an RUP—a “responsible-use policy” approach.

RUP policy/philosophy that treats the student as a person responsible for ethical and healthy use of the Internet and mobile devices.

Other districts take a different policy stand. While they also use blocking and filtering that federal law requires, their policy is based on the premise that children need to learn how to be responsible users and that such cannot occur if the young person has no real choice. School personnel who take this stand contend that students need to acquire the skills and dispositions of responsible Internet usage and to be held accountable for their behavior. Moreover, those holding this position contend that restrictive school networks may provide more of an appearance of protection than reality since they can be bypassed by students. Schools with less restrictive environments often distinguish between the restrictiveness appropriate for older and younger students since young children may stumble across sites they ought not visit. 

Policies answer the “what” and “why” questions. Procedures answer the “how,” “who,” and “when” questions.

Just like we wouldn't allow a 16-year-old who has never driven to go on a solo trip in our new car, we have a responsibility to guide our students in discerning good technology usage. When teachers say, "No, I don't want it in my classroom," they are limiting potential for their learning environment and for each student individually.  We must reach beyond our fears, hesitantly if need be, and embrace change and technology so our students can be future-ready.

soon could make obsolete the days of children lugging bags of heavy books on their backs

it feels like the Internet in 1995. You can see where it's going, but it's not there yet,"

"A big part of our academic experience is learning to use your time wisely," he said, and added that he expects students will using them responsibly during class.

One powerful aspect of technology and assessment is that it can show the journey of learning and serve as a form of curating the learning in the digital realm. Students can use these collections as reflection tools not only across a unit but also over years of learning.