"The EdTech UNconference helps smart UNtech educators learn about technology in an UN-intimidating way, providing full one-year access to:
* 500+ hours of use-whenever-you-want online tech learning and integration programs * monthly live EdTech sessions * recordings of all previous sessions * ongoing user collaboration (with pros standing by in case you get stuck)"
"Today's world is different for our children. The technologies we take for granted or simply don't understand have become a part of our children's identities. This digital bombardment is shaping who they are and who they will become. We must realize they live in a different world, and speak a different language.
This book and its subsequent DVD explore the characteristics of the new digital generation, and how education can be modified to enhance their learning experiences while supporting both traditional literacy and essential new 21st Century Fluencies. You'll see how the digital generation thinks, learns, views the world and interacts as we follow them through this vast digital landscape. If we want to take part in nurturing those who will be the architects of our future it's up to us to learn their language and step into their world, so that we may truly understand the digital generation.
This book and DVD are both part of the 21st Century Fluency Series, providing a wealth of resources to educators aimed at making learning relevant in our technological age."
AJET 26(3) Drexler (2010) - Principles of networked learning, constructivism, and connectivism inform the design of a test case through which secondary students construct personal learning environments for the purpose of independent inquiry. Emerging web applications and open educational resources are integrated to support a Networked Student Model that promotes inquiry-based learning and digital literacy, empowers the learner, and offers flexibility as new technologies emerge. The Networked Student Model and a test case are described in detail along with implications and considerations for additional research. The article is meant to facilitate further discussion about K-12 student construction of personal learning environments and offer the practitioner a foundation on which to facilitate a networked learning experience. It seeks to determine how a teacher can scaffold a networked learning approach while providing a foundation on which students take more control of the learning process.