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Educators at all levels have not understood that learning is no longer about the past, as Bush’s memex was. It is no longer primarily about what has been said and done and described and proved, but, importantly, is about what is being said, and what is being done, and what is being described and what has not yet been proven.

asks the students to explain why Reginald or Julia made a particular comment in class yesterday, the answer is not on the Web. If you are working in the present progressive instead of in the past tense, then student answers will also be in the present progressive.

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.

The Appointment slots feature lets you set time slots on your calendar that other people can book.

we live in a connected world, with the Internet and powerful digital technologies literally at our fingertips, so it would be foolish not to integrate those things into the learning experience.

we’ve done is we’ve trained the passion out of our students from the 2nd grade up

Typically what I do is I try to construct my course or unit under some big umbrella that I already know is going to be very interesting to kids where they are right now in their development.

Tools with adaptive content are all about two things: looking at a student's specific answer and then responding with unique hints, feedback and resources on a specific topic.

Adaptive assessments change and respond based on whether students answer questions correctly or incorrectly.

Tools with adaptive sequences are the most complex of the three. They often make use of “algorithms” and “predictive analytics” that can continuously collect data and use it to change what a student sees.

In our experience, if students are not able to find answers to an Internet search in the first few results pages, they say “I can’t find it,” instead of adjusting their search, or reexamining the results in depth.

As teachers, it is important that we realize that we appreciate the convenience of the Internet because we see it through a different lens than our students.