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There is Smoker, 44, in his Guilford High School classroom more than a year ago, flailing his arms, short-hopping across the classroom, then pushing against a wall. He is explaining how molecules move, but the only sound in this YouTube video is instrumental music.

Experiences such as Smoker's are behind a bill that the state's largest teachers' union is lobbying for at the state Capitol. The legislation, under consideration by the General Assembly's education committee, would create a task force to study the impact of cellphone cameras and video-recording devices in the classroom.

State law already allows local school boards to ban or restrict cellphones at school — and many of them do —

Dolman found they worked perfectly for her classes’ “lit circles,” in which the students divide into smaller groups to discuss different aspects of a particular book. Previously, she found it difficult to monitor each of the different groups simultaneously. But kids who had video functions on their phones could record their discussions then Bluetooth it to Dolman’s phone, and she could watch each individual discussion, without missing a moment.Dolman says such problems like class disruption were minimal.

a student could draw a concept map showing the relationship between the processes, create an animation illustrating how it all looks, and write up a text report on what they’ve learned—all centralized on a desktop-like interface on the smartphone’s screen.

Academia must divest from Intellectual Apartheid

I mean academia’s policy that enforces an unnecessary and counterproductive intellectual divide. What intellectual divide? It is that gaping chasm between two opposing models of disseminating knowledge: toll access and open access.

lack of access to technology (dubbed the "digital divide") seriously handicaps half the world's population. That is a giant problem but one being gradually ameliorated by mobile telephony and economic forces.

I would argue that postliteracy is a return to more natural forms of multisensory communication—speaking, storytelling, dialogue, debate, and dramatization. It is just now that these modes can be captured and stored digitally as easily as writing. Information, emotion, and persuasion may be even more powerfully conveyed in multimedia formats.

Libraries, especially those that serve children and young adults, need to acknowledge that society is becoming postliterate.

PL libraries budget, select, acquire, catalog, and circulate as many or more materials in nonprint formats as they do traditional print materials. The circulation policy for all materials, print and nonprint, is similar.2. PL libraries stock, without prejudice, age-appropriate graphic novels and audio books, both fiction and nonfiction, for informational and recreational use.3. PL libraries support gaming for instruction and recreation.4. PL libraries purchase high-value online information resources.5. PL libraries provide resources for patrons to create visual and auditory materials and promote the demonstration of learning and research through original video, audio, and graphics production. They also provide physical spaces for the presentation of these creations.6. PL libraries allow the use of personal communication devices (MP3 players, handhelds, laptops, etc.) and provide wireless network access for these devices.7. PL library programs teach the critical evaluation of nonprint information.8. PL library programs teach the skills necessary to produce effective communication in all formats.9. PL library programs accept and promote the use of nonprint resources as sources for research and problem-based assignments.10. PL librarians recognize the legitimacy of nonprint resources and promote their use without bias.

Supposing learning is social and comes largely from of our experience of participating in daily life? It was this thought that formed the basis of a significant rethinking of learning theory in the late 1980s and early 1990s by two researchers from very different disciplines - Jean Lave and Etienne Wenger. Their model of situated learning proposed that learning involved a process of engagement in a 'community of practice'. 

When looking closely at everyday activity, she has argued, it is clear that 'learning is ubiquitous in ongoing activity, though often unrecognized as such' (Lave 1993: 5).

Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavour: a tribe learning to survive, a band of artists seeking new forms of expression, a group of engineers working on similar problems, a clique of pupils defining their identity in the school, a network of surgeons exploring novel techniques, a gathering of first-time managers helping each other cope. In a nutshell: Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. (Wenger circa 2007)