Group items tagged

4. Ensure that digital resources can work together.

5. Adopt policies that rank digital, media and social-emotional literacies as basic skills in the Digital Age.

6. Create trusted learning environments.

The shift to competency-based education will also take a lot of work because it requires a change in thinking and policy.

Step 4: Put It Away When Appropriate

Step 5: Teach, Model and Support Information Literacy

Bir Sethi shares the story of children who were taught the importance of literacy and who were inspired to hold a campaign to educate their illiterate parents

4. The ability to use open systems thinking The capacity to scan the external environment Able to foster participative democracy/collaboration decision-making and process Able to actively diffuse power Capacity to work in a team Ongoing internal and external analysis of effectiveness (continuous improvement)

enrich learning communities

engage new constituencies

flow of revenue;

access to higher education

assess best practices in teaching and learning?

Technology develops students’ social skills, research skills and communication skills.

The only task of parents and educators is to make children aware of digital citizenship.

In terms of making a project feel meaningful to students, the more voice and choice, the better.

A project should give students opportunities to build such 21st century skills as collaboration, communication, critical thinking, and the use of technology, which will serve them well in the workplace and life. This exposure to authentic skills meets the second criterion for meaningful work—an important purpose. A teacher in a project-based learning environment explicitly teaches and assesses these skills and provides frequent opportunities for students to assess themselves.

Formalizing a process for feedback and revision during a project makes learning meaningful because it emphasizes that creating high-quality products and performances is an important purpose of the endeavor. Students need to learn that most people's first attempts don't result in high quality and that revision is a frequent feature of real-world work.

In addition to providing direct feedback, the teacher should coach students in using rubrics or other sets of criteria to critique one another's work. Teachers can arrange for experts or adult mentors to provide feedback, which is especially meaningful to students because of the source.

When students present their work to a real audience, they care more about its quality. Once again, it's "the more, the better" when it comes to authenticity. Students might replicate the kinds of tasks done by professionals—but even better, they might create real products that people outside school use.