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Interesting animation that, though for only a minute or so, shows the more negative side to relying on technology.

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1. Newspapers: Find relevant news articles that characters would find in their settings.
Would help establish characterization as well.
Music
2. Multimedia Story: editing software
3. Comparisons between texts and movies
4. Synthesis across texts, brainstorm

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1. Set a purpose for searching.
2. Employ effective search strategies.
3. Analyze search-engine results.
4. Read critically and synthesize information.
5. Cite your sources.
6. How successful was your search?

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1. Types of reading -- ways in which we process texts
2.

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BE SPECIFIC

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Henry points out that we are apt to just look through our first hits instead of readings the short descriptions. We rely on the accuracy of our search engines too much when in fact sometimes the correct websites are not on the first page.

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The beginning reminded me of my practicum. The class I was observing was also using the internet to find information on a history project. It made me realize just how important the internet is to today's education. Also, things are constantly changing. The teacher said that the students were not allowed to use Wiki, but from what I learned from Wiki, though Wiki itself is not a credible site, the sites that the page references can be reliable. It was before where the creator of the page did not need references, but because now that they do, Wiki is a pretty good site to start off finding websites for your information.
Also, I realized some did not get anything done and did as the two children in Henry's story did: they looked through tens of websites and found nothing of use.

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"fluidly changeable" set of reading strategies while activating at least four sources of prior knowledge (getting through search engines and searches and reading critically- Marina and her experience).
Struggling helps with focus.
As Internet becomes more popular, it will become more important for students to interact and respond to information online.

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OF course, like mentioned in the Atlantic article, TED and TED-Ed are replacing so many modes of teaching students (creating inviting, media centered lessons) some of the many skills they will have to know. What better to teach you about the internet, than well, the internet?

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Lesson created by Video from Julie Anzelmo using TED-Ed's libncsu YouTube channel lesson creator

Let's Begin...

As more and more sources become available online, students need skills determining the credibility of the sources they discover. Students can find an enormous amount of information, but must consider whether the source meets their needs, has been authored by an appropriate and knowledgable source, whether the source is misleading due to bias, and how recently the source has been updated.

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As more and more sources become available online, students need skills determining the credibility of the sources they discover. Students can find an enormous amount of information, but must consider whether the source meets their needs, has been authored by an appropriate and knowledgable source, whether the source is misleading due to bias, and how recently the source has been updated.

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Coiro writes an article basically summarizing the article for today's reading on EduTopia which explains the thought process for the SEARCH technique (Henry 2006) uses in her article as well.

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Teaching Adolescents How to Evaluate the Quality of Online Information

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Use these strategies to help middle and high school students identify relevance, accuracy, bias, and reliability in the content they read.

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1. The first perspective views reading as an active, constructive, meaning-making process. According to this perspective, readers actively construct meaning as they interact with text.
2. New literacies-  as social practices or new Discourses that emerge with new technologies. Others see new literacies as new semiotic or cultural contexts made possible by new technologies.
3. Cognitive Literacies-  Internet require readers to draw from and integrate multiple knowledge structures while adapting to the rapid changes from one reading situation to the next

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Considine points out how the Millenial Generation will always be immersed in, sometimes harmful, ICT throughout their lives. This reminds me of a dystopian constructed by the show Black Mirror which represents the general population living underground, peddling on bicycles to power their own entertainment and suffering through advertisements embedded onto all software (unless they use merits from bicycling to avoid ads).

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This TED presentation exemplifies how O'Brien (2006) notes that the brain reorients itself with the goals video games and other new media presents. For the presenter, designing games allowed her to view life through a more positive lens and conquer personal milestones.

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Gaming can make a better world | Jane McGonigal

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"Flipped learning, blending learning, student-centered learning, project-based learning, and even self-organized learning—they all marginalize the teacher’s expertise. Or, to put it more euphemistically, they all transform the teacher into a more facilitative role."

This article, though very difficult to hear and read, was quite blunt and honest about the purpose of classroom teachers in the technology age, which absolutely supports Considine's article.

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When kids can get their lessons from the Internet, what's left for classroom instructors to do?

Whenever a college student asks me, a veteran high-school English educator, about the prospects of becoming a public-school teacher, I never think it's enough to say that the role is shifting from "content expert" to "curriculum facilitator." Instead, I describe what I think the public-school classroom will look like in 20 years, with a large, fantastic computer screen at the front, streaming one of the nation's most engaging, informative lessons available on a particular topic. The "virtual class" will be introduced, guided, and curated by one of the country's best teachers (a.k.a. a "super-teacher"), and it will include professionally produced footage of current events, relevant excerpts from powerful TedTalks, interactive games students can play against other students nationwide, and a formal assessment that the computer will immediately score and record.

I tell this college student that in each classroom, there will be a local teacher-facilitator (called a "tech") to make sure that the equipment works and the students behave. Since the "tech" won't require the extensive education and training of today's teachers, the teacher's union will fall apart, and that "tech" will earn about $15 an hour to facilitate a class of what could include over 50 students. This new progressive system will be justified and supported by the American public for several reasons: Each lesson will be among the most interesting and efficient lessons in the world; millions of dollars will be saved in reduced teacher salaries; the "techs" can specialize in classroom management; performance data will be standardized and immediately produced (and therefore "individualized"); and the country will finally achieve equity in its public school system.

"So if you want to be a teacher," I tell the college student, "you better be a super-teacher."
"We're at the point where the Internet pretty much supplies everything we need. We don't really need teachers in the same way anymore."
I used to think I was kidding, or at least exaggerating. Now I'm not so sure. When I consulted a local career counselor who is on the brink of retirement after a lifetime in the public schools, he said I was wrong about my prediction-but only about it taking 20 years. "Try five or 10," he said.

I smiled and laughed, and then suddenly stopped. I thought about how many times I had heard the phrase "teacher as facilitator" over the past year. I recalled a veteran teacher who recently said with anguish, "we used to be appreciated as experts in our field." I thought about the last time I walked into a local bookstore, when the employee asked if she could order a book for me from Amazon. Are teachers going the way of local bookstores? Suddenly I felt like the frog in the pot of water, feeling a little warm, wondering if I was going to have to jump before I retire in 20 years. Try five or 10.

I started reflecting. A decade and a half ago, I dedicated two years toward earning a master's degree in English literature; this training included a couple of pedagogy courses, and it focused on classic literature, the nature of reading and writing, and the best ways to teach it. A decade ago, my school sent me to an Advanced Placement English conference at which I studied literary analysis for three days. As with the graduate program, I don't remember the conference involving technology-it was simply the teacher, students, and a lot of books. Now, I don't remember the last time I've attended, or even heard of, any professional-development training focused on my specific subject matter. Instead, these experiences concentrate on incorporating technology in the classroom, utilizing assessment data, or new ways of becoming a school facilitator.

When I did some research to see if it was just me sensing this transformation taking place, I was overwhelmed by the number of articles all confirming what I had suspected: The relatively recent emergence of the Internet, and the ever-increasing ease of access to web, has unmistakably usurped the teacher from the former role as dictator of subject content. These days, teachers are expected to concentrate on the "facilitation" of factual knowledge that is suddenly widely accessible.

In 2012, for example, MindShift's Aran Levasseur wrote that "all computing devices-from laptops to tablets to smartphones-are dismantling knowledge silos and are therefore transforming the role of a teacher into something that is more of a facilitator and coach." Joshua Starr, a nationally prominent superintendent, recently told NPR, "I ask teachers all the time, if you can Google it, why teach it?" And it's already become a cliche that the teacher should transfer from being a "sage on the stage" to being "a guide on the side."

I started looking around me. Teachers like me are uploading onto the web tens of thousands of lesson plans and videos that are then being consolidated and curated by various organizations. In other words, the intellectual property that once belonged to teachers is now openly available on the Internet.

And the teachers unions don't seem to be stopping this crowdsourcing; in fact, the American Federation of Teachers created sharemylesson.com ("By teachers, for teachers"), which says it offers more than 300,000 free resources for educators. And even though its partner, TES Connect, often charges money for its materials, the private company claims that nearly 5 million resources are downloaded from its sites weekly. Meanwhile, TeachersPayTeachers.com, an open marketplace for lesson plans and resources that launched in 2006, says it has more than 3 million users, including 1 million who signed up in the past year. Close to 1 million educators have purchased lesson plans from the site, while several other teachers are earning six figures for creating the site's top-selling materials.
The relatively recent emergence of the Internet, and the ever-increasing ease of access to web, has unmistakably usurped the teacher from the former role as dictator of subject content.
I think it used to be taboo for teachers to borrow or buy plans written by other professionals, but it seems that times are changing. Just last week, I spoke with a history teacher from Santa Maria, California, who bluntly said, "I don't ever write my own lesson plans anymore. I just give credit to the person who did." He explained, rather reasonably, that the materials are usually inexpensive or free; are extremely well made; and often include worksheets, videos, assessments, and links to other resources. Just as his administrators request, he can focus on being a facilitator, specializing in individualized instruction.

I've started recognizing a common thread to the latest trends in teaching. Flipped learning, blending learning, student-centered learning, project-based learning, and even self-organized learning-they all marginalize the teacher's expertise. Or, to put it more euphemistically, they all transform the teacher into a more facilitative role.

In "flipped learning," the student is expected to absorb the core knowledge at home by watching videos and then engage in projects, problem-solving, and critical-thinking activities at school, as facilitated by his or her teacher. Project Tomorrow's nationwide 2013 survey found that 41 percent of administrators say "pre-service teachers should learn how to set up a flipped class model before getting a teaching credential," while 66 percent of principals say "pre-service teachers should learn to create and use video and other digital media." And once again, when the teacher relies on digital media to provide the core knowledge, his or her role will inherently shift to that of a facilitator. The University of Washington's Center for Teaching and Learning, for example, explicitly describes "flipped learning" as a way for students to "gain control of the learning process" while "the instructors become facilitators ... the instructor is there to coach and guide them."

Likewise, "blended learning"-in which students take at least part of a class online while supervised by adults-is now offered by about 70 percent of K-12 public-school districts. According the Clayton Christensen Institute -a nonprofit, nonpartisan think tank that touts "disruptive innovation"-the number of K-12 students who took an online course increased from roughly 45,000 in 2000, to more than 3 million in 2009. The institute also projects that half of all high-school classes will be delivered online by 2019.

I asked a longtime friend of mine-a high-school principal in northern California-to tell me candidly what he thought about blended learning. He said, "we're at the point where the Internet pretty much supplies everything we need. We don't really need teachers in the same way anymore. I mean, sure, my daughter gets some help from her teachers, but basically everything she learns-from math to band-she can get from her computer better than her teachers."

At a seminar about project-based learning, I told the presenter with an increasing sense of desperation, "You know, some of us English teachers still believe that teaching literature is still our primary job." He smirked and put his pointer finger near his thumb and said, "A very little part of your job." And I recently watched the TedTalk that won the $1 million prize at Ted2013, the one in which Sugata Mitra stated that "schools as we know them are obsolete" because the country no longer needs teachers. Here's how he envisions the classroom:

Sugata Mitra

In the original idea of the "flipped classroom," it seems that the teacher was responsible for recording the lecture and posting the video online, but it's now becoming more efficient to link to a professional video. And there are now thousands of videos from which to choose. The Kahn Academy-a nonprofit that claims to provide "a free, world-class education for anyone, anywhere"-features more than 6,500 free videos and advertises over 100,000 interactive lessons on various subjects. According to Forbes, more than 500,000 teachers worldwide use these videos, which also have over 500 million views on YouTube. Meanwhile, YouTube's own education channel ("Where anyone, anywhere can learn or teach anything") has 1 million-plus subscribers. And about 2,000 TED talks are available to view for free online and have been seen more than 1 billion times total. The list goes on.

I recently spoke with Monica Brady-Myerov, the CEO and founder of Listen Current, a website that curates the best of public radio, including current events, and offers the three- to five-minute clips alongside a full set of lesson plans and worksheets. When I asked her about the recent boom in lesson-plan production, she said, "It's like the wild west right now, both in terms of online resources and educational technology. It's why I quit my job [as a veteran award-winning public radio journalist], so I could ride out west." Here's what Listen Current looks like:

Listen Current

I found brief solace in the idea that I could still be the professional teacher that compiles all these resources-and then I found Edmodo. Branding itself as the "Facebook for schools," Edmodo started in just 2008 and now has more than 48 million members. I signed up just to see what it was all about. Within five minutes, I found a great lesson on Romeo and Juliet by John Green (a favorite author among teens, and on the list of Time's "100 most influential people"), a Kahn Academy video, immediate access to 100 famous speeches, and a somewhat fun interactive game based on Lord of the Flies. According to EdSurge, the Edmodo CEO earlier this month said, "We want to do for teacher resources what Netflix does for movies."

Well then. At least I can organize the video lessons and put them together in a sensible order-except that Activate Instruction is already creating a free and open online tool that is "similar to Wikipedia" and will "help put resources and curriculum in one place that any teacher can use." The company even put these materials in logical "playlists"; the first one I looked at contained 11 different professional resources for teaching a specific skill, including printable worksheets, an engaging video, an essay prompt, and a final assessment. And again, this company is just getting started-Activate Instruction was announced in 2013:

Activate Instruction

I measured myself against these websites and Internet companies. It seems clear that they already have a distinct advantage over me as an individual teacher. They have more resources, more money, an entire staff of professionals, and they get to concentrate on producing their specialized content, while the teacher is-almost by default-inherently encouraged to transform into a facilitator. Some people might cringe at a "Netflix for teachers," but it's almost impossible to deny the inherent advantages Netflix has over a local DVD store, and it's easy to imagine the potential improvements that could happen to these modern services.

For how many more years can I compete? A dozen years ago, I proudly worked for about 20 hours to create a lesson plan that taught poetic meter through the analysis of a rap song (I remember continually rewinding the cassette in my walkman). Last week, the first lesson I saw on sharemylesson.com was a thoroughly analyzed song by Katy Perry, with a printable worksheet that featured at least 10 literary devices, along with a link to her video. ListenCurrent.com gives me immediate access to public-radio clips that took me hours to accumulate just a few months ago. I may not use Edmodo or anything like it this year, but I also didn't use Facebook in its first few years-or Amazon, or cell phones, or even ATM machines. Isn't it probable that this educational technology is going to be overwhelmingly awesome in 20 years? I hear the career counselor's voice: "Try five or 10."

I think to myself: These resources are already good for education, and they're only getting better. Part of me is really excited that in two decades, the giant interactive classroom computer screen that I foresaw is going to be far more sophisticated than I can possibly imagine. Why should I stand in the way of crowdsourced lesson plans and professionally edited video tutorials? Shouldn't I stop trying to compete as an individual "sage on the stage," appreciate the modern efficiency of today's resources, and re-invest my time as their enthusiastic "guide on the side"?

When I told the school's golf coach about flipped learning, I explained that it would be as if he asked the kids to go home and watch YouTube videos that teach proper mechanics and then practice those skills under his supervision on the course. He laughed and answered, "Oh, we should absolutely do that. Hank Haney's video's are way better than anything I can show them."

And if I can compete with Hank Haney, shouldn't I be Hank Haney? In other words, if I think my lesson plans or video tutorials rival some of the best on the Internet (for now), shouldn't I be trying to make six figures on the open marketplace at teacherspayteachers.com or as a curriculum designer for a private company? The dilemma intensifies when I suspect that un-credentialed "techs" might bust the teacher unions in 20 years ("try five or 10").

I looked through the current trends for some sign that the future classroom I envisioned won't be realized within 20 years. I read Terrance Ross's analysis of the Bridge International Academies and how their "scripted instruction," combined with technology and statistical feedback, has efficiently earned revenue while improving education in Kenya. Fast Company put the company on the list of "The World's Top 10 Innovative Companies in Education," citing the fact that it's already serving over 110,000 students, is significantly outperforming neighboring schools in both reading and math, and plans on educating 10 million students by 2025.

In a similar vein, live-streaming and other technology are also allowing some modern churches to move toward a "multisite" format, one in which a single pastor can broadcast his sermons to satellite churches guided by pastors who-this might sound familiar-concentrate on the facilitation of a common itinerary. Ed Stetzer recently wrote on ChristianityToday.com that "multisite is the new normal," and later explained, "it's easier to create another extension site than it is to create another faithful pastor who is a great communicator ... it's easier to start a campus and beam my sermons to other locales than it is to raise up leaders and laypeople."

And as I mentioned earlier, last night I watched Sugata Mitra earn a standing ovation, $1 million, and a partnership with Microsoft for his TedTalk that declared that the "future of learning" is a "school built in the cloud"-one that doesn't require teachers. It seems fitting that I watched the speech from my laptop, and that Mitra is a former computer-science teacher. Last November, Newcastle University opened the first "global hub" based on Mitra's research, which suggests that children in self-organized learning environments "can learn almost anything by themselves" (and a computer).

This morning I spoke with a well-respected high-school teacher who supervises a blended course in digital photography. The course is mostly taught online, but students meet once every two weeks in the classroom. "So in five years, if a student has five teachers using this blended-learning style, they can just stay home the entire semester?" I asked. Apparently they could. And that, it seems, is homeschooling-with the high school's resources.

I wonder why larger discussions related to these trends aren't happening with greater urgency, if they're happening at all. How hot does the water have to get before the best teachers start jumping for jobs in the private sector? As local communities and school districts nationwide commit to blended-learning programs, are they considering the long-term ramifications to the nature of their classrooms? Does the American Federation of Teachers know that, as its teachers upload their lesson plans into the cloud, they might be helping build an entirely different school, ones with self-organized learning environments instead of teachers?

I don't have many answers in this brave new world, but I feel like I can draw one firm line. There is a profound difference between a local expert teacher using the Internet and all its resources to supplement and improve his or her lessons, and a teacher facilitating the educational plans of massive organizations. Why isn't this line being publicly and sharply delineated, or even generally discussed? This line should be rigorously guarded by those who want to keep education professionals in the center of each classroom. Those calling for teachers to "transform their roles," regardless of motive or intentionality, are quietly erasing this line-effectively deconstructing the role of the teacher as it's always been known.

Meanwhile, back on my campus, I wonder about the advice I should give a new teacher. Should I encourage this aspiring educator to fight for his or her role as the local expert, or simply get good at facilitating the best lessons available? Should I assure this person about my union and the notion of tenure, or should I urgently encourage him or her to create a back-up plan?

And when I think back to the original discussion, I wonder what I'm supposed to tell the college graduates who ask about earning a teaching credential. Because while I used to think I was scaring the youngster with my 20-year predictions, now I'm afraid I'm giving them false hope.

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When the Internet Delivers Its Own Content, What's Left for the Teacher?

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When kids can get their lessons from the Internet, what's left for classroom instructors to do?

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O'Brien identifies "media rich inquiry projects" as beneficial to student literacy. Student achievement increased through usage of digital tools, personal goals, and connections to the outcomes.

I think Minecraft would work well in this setting due to the player's ability to develop a new world and utilize an artillery of different tools to build as they see fit.

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1. Of course, there are many benefits to using new media text, but what does a student lose by doing so if anything? Social class time? Synthesizing skills? Comprehension?

2. If Millennials are the content creators (Considine 2009), then how do we co-collaborate with them? How do we change our traditional classroom pedagogical practices (tech, etc) to meet their needs? What extremes does this look like?

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Websites like TeachThought and Edutopia (mentioned below) are dedicated to inquiry, innovation, and interactive multimedia for K-12 instruction.

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Education technology resources have transformed teaching & learning. Use our expertise to transform your classroom as well!

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"Internet searching, Small says, is like a brain exercise that can be good for our mental health."

"Clearly the Internet is the new academic text, and being able to read it will be crucial to academic success in years ahead" (O'Brien 36).

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For those of us who grew up with search engines, especially Google, at our fingertips - looking at all of you millennials and post-millennials - this might seem intuitive. We grew up having our questions instantly answered as long as we had access to the Internet.

Now, with the advent of personal assistants like Siri and Google Now that aim to serve up information before you even know you need it, you don't even need to type the questions. Just say the words and you'll have your answer.

But with so much information easily available, does it make us smarter? Compared to the generations before who had to adapt to the Internet, how are those who grew up using the Internet - the so-called "Google generation" - different?

Heick had intended for his students to take a moment to think, figure out what type of information they needed, how to evaluate the data and how to reconcile conflicting viewpoints. He did not intend for them to immediately Google the question, word by word - eliminating the process of critical thinking.
More Space To Think Or Less Time To Think?
There is a relative lack of research available examining the effect of search engines on our brains even as the technology is rapidly dominating our lives. Of the studies available, the answers are sometimes unclear.

Some argue that with easy access to information, we have more space in our brain to engage in creative activities, as humans have in the past.

Whenever new technology emerges - including newspapers and television - discussions about how it will threaten our brainpower always crops up, Harvard psychology professor Steven Pinker wrote in a 2010 op-ed in The New York Times. Instead of making us stupid, he wrote, the Internet and technology "are the only things that will keep us smart."

Daphne Bavelier, a professor at the University of Geneva, wrote in 2011 that we may have lost the ability for oral memorization valued by the Greeks when writing was invented, but we gained additional skills of reading and text analysis.

Writer Nicholas Carr contends that the Internet will take away our ability for contemplation due to the plasticity of our brains. He wrote about the subject in a 2008 article for The Atlantic titled " Is Google Making Us Stupid."

"... what the [Internet] seems to be doing is chipping away my capacity for concentration and contemplation," Carr wrote.

The few studies available, however, do not seem to bode well for the Google generation.

A 2008 study commissioned by the British Library found that young people go through information online very quickly without evaluating it for accuracy.
'I'm Always On My Computer'
A 2011 study in the journal Science showed that when people know they have future access to information, they tend to have a better memory of how and where to find the information - instead of recalling the information itself.

That phenomenon is similar to not remembering your friend's birthday because you know you can find it on Facebook. When we know that we can access this information whenever we want, we are not motivated to remember it.

Michele Nelson, an art teacher at Estes Hills Elementary School in Chapel Hill, N.C., seems to share Carr's concerns. Nelson, who has been teaching for more than nine years, says it was obvious with her middle school students and even her 15-year-old daughter that they are unable to read long texts anymore.

"They just had a really hard time comprehending if they went to a website that had a lot of information," Nelson says. "They couldn't grasp it, they couldn't figure out what the important thing was."

Nelson says she struggles with the same problem.

"I'm always on my computer. ... I don't read books as much as I used to," she says. "It's a lot harder for my brain to get to a place where I can follow and enjoy the reading, and I get distracted very easily."

The bright side lies in a 2009 study conducted by Gary Small, the director of University of California Los Angeles' Longevity Center, that explored brain activity when older adults used search engines. He found that among older people who have experience using the Internet, their brains are two times more active than those who don't when conducting Internet searches.

Internet searching, Small says, is like a brain exercise that can be good for our mental health.

"If somebody has normal memory when they're older, I always encourage them to use the computer," he says. "It enhances our lives."
How To Teach Digital Natives?
For Small, the problem for younger people is the overuse of the technology that leads to distraction. Otherwise, he is excited for the new innovations in technology.

"We tend to be economical in terms of how we use our brain, so if you know you don't have to memorize the directions to a certain place because you have a GPS in your car, you're not going to bother with that," Small says. "You're going to use your mind to remember other kinds of information."

Heick has since left teaching to start TeachThought, a company that produces content to support teachers in "innovation in teaching and learning for a 21st century audience."

To him, the Internet holds great potential for education - but curriculum must change accordingly. Since content is so readily available, teachers should not merely dole out information and instead focus on cultivating critical thinking, he says.

"Classroom walls and school building walls are transparent, with technology essentially bringing the outside world to the classroom and vice versa," he says.

Heick says his company recently started working with schools and organizations in a few states, including North Carolina, Texas and New York, to develop lesson plans.

"Google really lubricates that access to information and while that is fantastic, it makes us have to change a bit the way we think about things," Heick says. "Because we're so busy, we have this false security that we understand something because we Googled it. Now we're moving on to the next thing instead of really rolling around with this idea and trying to understand it."

One of his recommendations is to make questions "Google-proof."

"Design it so that Google is crucial to creating a response rather than finding one," he writes in his company's blog. "If students can Google answers - stumble on (what) you want them to remember in a few clicks - there's a problem with the instructional design."

Meanwhile, teenagers are also aware of how the Internet is taking ahold of their lives. Caitlyn Nelson, teacher Michele Nelson's daughter, finds it hard to focus when she is forced to do readings or even exams online. Like most teenagers, sometimes she finds herself surfing the Web when she's supposed to be reading PowerPoint slides in class.

Caitlyn talks about a video they watched in English class about the impact of technology.

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How Has Google Affected The Way Students Learn?

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For those of us who grew up with search engines, especially Google, at our fingertips - looking at all of you millennials and post-millennials - this might seem intuitive. We grew up having our questions instantly answered as long as we had access to the Internet.

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O'Brien's study of "at risk" adolescents integrated with multimedia proved that engagement contributed to both sense of agency and actual improvement in achievement. Organizations like GameDesk are working to create fun, revolutionary, interactive learning technologies to promote standards based education and student engagement.

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Low achievement in literacy leads to low self-perception (O'Brien 2006) and a sense that the reader has no control over their reading skills. Much like Seligman's study, students need to be taught that their conditions can change for the better.

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Search-based, collaborative websites like Edutopia allow educators to pool information about pedagogy and instruction. Edutopia in particular is quite new media focused, incoporating elements of blogs, video playlists, and video production.

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George Lucas Educational Foundation

The benefits of movement in the classroom aren't limited to younger students. Pairing new words and concepts with gestures or dance moves locks in understanding-and active brain breaks prime students to learn even more.

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A free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education.

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Students need to develop the skills necessary to evaluate the legitimacy and accuracy of internet sources when searching for information (Henry 2006).

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Unlike similar information found in newspapers or television broadcasts, information available on the Internet is not regulated for quality or accuracy; therefore, it is particularly important for the individual Internet user to evaluate the resource or information. Keep in mind that almost anyone can publish anything they wish on the Web.

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(Henry 2006) The skills and strategies needed to interpret digital technology as an information source. Literacy includes the ability to formulate questions, gather data, and synthesize results on digital platforms.

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House of Leaves is an example of a printed text which experiments with new media like hyperlinks.

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Students in the Cairo study needed to have a basic understanding of websites to figure out how to navigate along relevant paths.

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Hypertexts and print texts are finite, but the internet is not limited to a certain system. Instead, it incorporates limitless links and resources.

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Does form dictate function?

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How Social Media is Changing the News: Xavier Damman at TEDxBrussels

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Xavier Damman is the CEO and cofounder of Storify, an internet start up company that helps people curate what people post on social media into coherent narratives. Xavier moved from Belgium to San Francisco in 2009 with the goal to make sense of the social web to better inform the world on what is happening as reported by people on the ground using social media.

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This is your brain on reading. The video provides an excellent walkthrough of how the brain develops reading skills.

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Speaker talks about the different topics and viewership culture of new media.

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The New Media's coming of age | Dan Carlin | TEDxMtHood

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Never before have we had the opportunities to connect to a broad audience like we do today. What does that mean for individuals, our culture, and for the future? Dan Carlin is a former television news reporter and radio talk show host who since 2005 has been producing two popular podcasts - one on history called Dan Carlin's Hardcore History and one on current events called Common Sense with Dan Carlin.

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Researchers were looking for how students used reading strategies for online content.
1) interpreting text, meaning-making, and creating predictions
2) new literacies as a social practice (participatory culture)
3) cognitive flexibility

Major Findings:
-internet reading requires multilevel, complex comprehension skills
-students need to self-regulate for relevant pathways to information
-students make forward inferences frequently

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1. Many of the resources Henry (2006) suggests are already outdated. Technology in the world would have surpassed the publisher every time researchers attempt to create an article.

2. Though print-centric language is the one that officially counts, youth can navigate through media-centric and print-centric "seamlessly" (O'Brien 2006).

3. Digital literacy is not fixed but a constantly changing social construction that revolves around using tools and fulfilling goals.

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1. If strategies differ for traditional print texts and new media texts, can a fluent reader in one text actually be less fluent in another? How much do skills actually translate?

2. When reading about the internet search study, I was reminded about the Google deal with China a few years back about what search results came up after searching for Tiananmen 1989. How can politics change or impact search results?

3. How can educators continue to stay relevant if technology is advancing and updating so quickly?

4. Brain scientists have researched how multimedia has rewired our brains. How has multimedia rewired brains for the worse or for the better?