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The report distinguishes between “active” and “passive” technology use, noting that some students get to use technology to create, design, build, explore, and collaborate, while other simply use technology to consume media passively, work through boring adaptive learning tutorials or take online tests.

Project-based learning is lionized in this plan as teachers “create an engaging and relevant lesson that requires students to use content knowledge and critical thinking skills” by asking students “to solve a community problem by using technology

When students use social networking platforms to gather information and suggestions of resources, and then draft and present their work by using animated presentation software or through multimedia formats such as videos and blogs, this work is authentic and meaningful to learners and community members alike.

Teachers must see themselves as curators, guides, facilitators, co-learners and motivators. The plan calls for professional learning and development programs to support and develop educators’ identities as fluent users of technology. That’s a topic of dearly valued importance to me. Our work with the

“A critical aspect of ensuring that young Americans learn appropriate digital literacy skills is equipping educators at all levels with the same skills. To that end, URI offers a graduate certificate in digital literacy for graduate students, classroom teachers, librarians, and college faculty. By targeting a broad audience to participate in the program, URI is expanding the number of educators with the professional capacity to help students to learn, access, analyze, create, reflect, and take action using digital tools, texts, and technologies in all aspects of their lives.”

To help support learning transfer between learning at school and learning in the home, BYOD approaches may offer real affordances for learners.

non-cognitive competencies including forming relationships, self-awareness, control of impulsivity, and caring about oneself and others.

now people know the product of two times two so exactly that in a hundred years they won't be able to figure it out.

the new infernal machine seems increasingly to obey nothing but its own developmental logic, and it's far more enslavingly addictive, and far more pandering to people's worst impulses, than newspapers ever were.

Amazon wants a world in which books are either self-published or published by Amazon itself, with readers dependent on Amazon reviews in choosing books, and with authors responsible for their own promotion

The work of yakkers and tweeters and braggers, and of people with the money to pay somebody to churn out hundreds of five-star reviews for them, will flourish in that world. But what happens to the people who became writers because yakking and tweeting and bragging felt to them like intolerably shallow forms of social engagement? What happens to the people who want to communicate in depth, individual to individual, in the quiet and permanence of the printed word, and who were shaped by their love of writers who wrote when publication still assured some kind of quality control and literary reputations were more than a matter of self-promotional decibel levels?

(already one-third of all online product reviews are said to be bogus)

"dehumanised" doesn't mean "depopulated"

And so today, 53 years later, Kraus's signal complaint – that the nexus of technology and media has made people relentlessly focused on the present and forgetful of the past

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