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We are not teaching technology, we are teaching skills that every student needs to have and technology happens to be a part of that

first of all this is exaclty why the NETs for Students does not list software

Society has changed. We cannot adequately prepare students for the society that exists today or will exist tomorrow, if we continue to prepare them for the society that existed yesterday. In order to prepare students to play their role in the 21st century society we are a part of, a few things need to be considered when deciding how education will look in our schools and classrooms.

As I think about how big schools and districts can be, we have to less “automation” and more “personalization”.  Technology can either dehumanize or humanize; it depends how we use it.  The “social” is really the most important part of “social media” and we need to take advantage to not only share what we are learning, but to build connections in new ways.

Sadly, what dawned on me is that as hard as I had once worked as a teacher, I had restricted myself by my own educational paradigm. I had been stuck within a paradigm of 'coverage' and in hindsight I realize that all of the improvements I had made were incremental at best. Now, thanks in large part to my Personal Learning Network, I view teaching and learning through a new paradigm...a paradigm of 'inquiry'. (more on this in a future post!)

We love these teachers and but the message can often be interpreted that these tools are easy and you too can be a master teacher and technology ninja by joining twitter and starting a blog. It ain't that easy, but that sometimes gets lost in the excitement a reimagined classroom. 

The connected learner is a concept grounded in the theory of connectivism which presumes that Learning takes place as a part of a social network of many diverse connections and ties

Technology is a benefit to us all in so many ways. We’re connected, informed, and entertained like never before. Part of experiencing these benefits should be recognizing when technology becomes “too much” at one time. That’s when we need to understand the importance of taking a tech break.

f we as teachers fear learning or integrating these new "digital literacies" into our classrooms, is it the same as being afraid of teaching the reading literacy that has taken hold largely in part due to Gutenberg? I realize that this argument is a bit of an oversimplification. However, new literacies will in fact continue to develop and have the potential for significant disruption, much like what happened 500 years ago.

Which of course, begs the next question: how do we know that we are using reliable information.

We’re going from districts fearing it and blocking it off to welcoming it and making it a major part of their technology plan. We’ll be surprised if a significant portion of districts aren’t using mobile learning inside and outside of schools soon.”

Each educator, each class, each school will have to find the best way to integrate mobile devices based on its student population. The opportunity of using mobile devices and all of its utilities allows educators to reconsider: What do we want students to know, and how do we help them? And what additional benefit does using a mobile device bring to the equation? This gets to the heart of the mobile learning issue: beyond fact-finding and game-playing – even if it’s educational — how can mobile devices add relevance and value to how kids learn?

personalized learning – students owning what they learn.