New Learning and Education (B) Su08

This page has been created for the use of students in EPS 415 during Summer 2008. Please do not edit this page unless you are a member of the appropriate group. Thank you.

Facilitator:

Jane Couture (bwjane@hotmail.com)

Team Members:

Melanie Smith (wallacemel@hotmail.com)

Rebekah Henrikson (bhenrikson@ms.k12.il.us)

Carl Rotermund (crotermund1@YAHOO.COM)

Wanda Smith (ruths@shawneecc.edu)

Ivy Greenberger (greenbe5@uiuc.edu)

Kristin Bartelt (bartelt@uiuc.edu)

Gretchen Kaiser (kaiser5@uiuc.edu)

Laurel Blewett (naperdog@mac.com)

Traditional vs. New Learning

Definition of Traditional Learning

According to Freire, “A careful analysis of the teacher-student relationship at any level, inside or outside the school, reveals its fundamentally narrative character. This relationship involves a narrating Subject (the teacher) and patient, listening objects (the students).” Freire refers to traditional learning as the “banking” concept of education where students are filled with information that the teachers have deposited into them through memorization, repetition, and with a lack of creativity and inquiry (Brown 2005).

The teacher in a classroom that uses traditional learning would be seen lecturing while his/her students are quietly absorbing the information. The students are then required to regurgitate this information in the most commonly used assessment—a paper and pencil test. The entire classroom is teacher-centered with little to no opportunities for collaboration or student-led learning strategies. Student choice is minimized; obedience and discipline are a key aspect of this classroom. Traditional learning is currently the most commonly used approach in education. The alternative view is that of the new learning approach.

An example of traditional learning can be seen through this video from YouTube. Please notice that each activity in the day is teacher-directed [1].

Definition of New Learning

The idea for a new pedagogical approach stems back even farther than the work of Dewey. “Deweyean education focused on problem-solving, goal-seeking projects, and the courage to be experimental, while Freire developed alternative pedagogies in Illich oppositional concepts of education and learning and critiques of schooling (Kellner).” The modern response to Dewey and Freire's ideas that education needs to stray away from the "banking" concept can be seen through the idea of new learning. The concept of new learning is an educational approach that involves student-centered learning as well as the incorporation of technology into the classroom. Student-centered learning requires students to be active participators, rather than passively sitting while waiting for information is deposited by the teacher. In a classroom where student-centered learning takes place, the teacher allows students to have an equal role in the classroom, while supporting problem-solving, inquiry, and collaboration among their peers. Students and teachers collaborate together to design the curriculum goals. The approach of new learning forces students to actively work together to investigate topics (problem-solve/inquiry) and depend upon each other for information rather than the teacher.

Technology-Only One Aspect of New Learning

The concept of new learning may include the use of technology, but it also incorporates the discussion of broader issues. For example, the supporters of the new learning concept emphasize the importance of a more active role of the students. This type of curriculum is more in tune with the idea that students will become part of society and addresses the need for community involvement, thus providing sustainability.

Because the students who are graduating today are an active part of a technological world, the use of technology in a new learning classroom is important. The amount of technology used can be seen as part of a continuum. The most inclusive use of technology is utilized in what we are terming as extreme new learning. This calls for a curriculum that is completely accessed through technology. This type of learning uses only online education and does not require the students to attend a traditional classroom. Programs that use this type of new learning education are known as Integrated Learning Systems. View this link for more information: [2]

An example of this type of program can be seen through this video from YouTube. This video clip gives information about a K-12 online educational program: [3]

A lesser amount of technology on the continuum of new learning is known as blended learning or the hybrid approach. This approach is different from the extreme new learning approach because there is a physical classroom and face-to-face interactions. Along with those interactions, blended classrooms revolve around the use of technology for all aspects of the curriculum, including inquiry, publication, assessment, lecturing, collaboration, etc. This type of classroom uses several types of technology including, but not limited to, laptops, Smartboards, LCD projects, blogs, wikis, email, ELearning, PowerPoint, Ipods, social networks, videos, and visual simulations. Typically, students are required to complete aspects of the curriculum outside of school through ELearning. For more information view the following link from wikipedia: [4]

An example of this type of classroom can be seen through this video from YouTube. This clip demonstrates the incorporation of the use of technology into the physical classroom: [5]

A Hybrid Approach to New Learning

The traditional model of teaching is still being used today. Just like Dewey and Freire, some professionals believe that a transition to new pedagogy needs to occur in classrooms at all levels. New learning methods empower students to think critically, problem-solve, inquire, collaborate and effectively use technology in many different contexts. In order to reach these goals, students need to be allowed to learn through student-directed instruction [6] . Students need to be allowed to set goals and direct their own activities. This allows for differentiation and increases motivation to learn because students do not progress at the same rate or in the same way. This approach allows for the needs and learning styles of all student to be met.

Professionals are proposing the use of a hybrid approach with a few exceptions. The first exception is that students should not be required to use the ELearning concept. Instead, teachers may offer ELearning as an extension of in-class learning activities. This exception is being made because of the digital divide [7]. Second, we propose that teachers continue to incorporate the traditional methods of teaching that are essential for promoting skills, including phonemic awareness, phonics, and spelling. These activities may require teacher directed learning and lecture style instruction [8].

It needs to be stated that the use of technology in a classroom doesn't always equal new learning. The inclusion of technology for blended learning will also generate "smart" learners not just "smart" classrooms (Strauss). This means that the presence, and even the use of technology in the classroom, does not constitute new learning unless the technology is being used in a way that changes and improves what is being taught with the traditional method. For example, "smart" classrooms are built when money is invested in technology for the classroom but very little training is provided for students and teachers regarding the use of said technology. "Smart" learners are taught how to use this technology and are not bound to the classroom in using it. Howard Strauss compares the situtation to "a 747 without trained pilots, reservations systems, airports, or an air traffic control system. [Without them] we cannot expect to get off the ground, much less soar." So while it is acknowledged that technology is a strong component of new learning when used correctly, it is not the sole identifying factor of new learning.

An example of this type of classroom using the hybrid approach can be seen through this video from YouTube. This clip shows a teacher who is using technology within the classroom. Please note that he explains that although the students use this technology he also puts just as much emphasis on outlining in a traditional fashion. All students are trained on the use of technology before using the devices independently [9].

Although some traditional learning methods could remain as a part of the curriculum, the hybrid learning approach is considered a type of new learning and is very different than the traditional learning model (see chart below, “Traditional learning vs. Hybrid learning”).

Traditional learning and the proposed hybrid learning at a glance

Traditional Learning	Hybrid Learning
Teacher-directed instruction where the teacher is seen in front of the classroom throughout the day.	Student-directed instruction where students are encouraged to learn from one another.
Goals are set by the teacher.	Students and teachers set goals for learning.
Pencil and paper is used to assess the students.	Students are assessed using multiple approaches (alternative assessments).
Teachers use simple technology during instruction, but students are not invited to learn about and use technology.	Teachers and students use a variety of technology to teach and learn.
Student interaction is limited; students often sit in rows while quietly listening to the teacher.	Student collaboration is encouraged; students sit in groups to facilitate interaction.
The classroom appears to be quiet and orderly at all time.	The students are constantly moving about to interact and the noise level may be louder.
All students are working on the same task.	Students may be working on a variety of tasks. Some may be working directly with the teacher, while others may be working independently or with another group of students.

The Opportunities and Challenges of the Hybrid Model in Formal Educational Institutions

'	Opportunities	Challenges
Development of New Technology	Breaking away from mass teaching and providing alternative ways for students to learn	*Internet Filtering: A Web filter is a program that can screen an incoming Web page to determine whether some or all of it should not be displayed to the user. The filter checks the origin or content of a Web page against a set of rules provided by company or person who has installed the Web filter.
	Establishing new expectations for teachers and students	*Overblocking: Some blocked sites do not need to be blocked.
	Providing relevant and progressive ways for students to utilize multiple resources	*Underblocking: Failing to block sites that need to be blocked.
	Promotes student-directed learning	*Training: Teachers need to be appropriately trained and need to be able to apply the new skills dealing with technology in order to effectively teach the students how to correctly use the new tools.
		*Funding: Lack of funding and resources for updated technology due to schools not making adequate yearly progress under No Child Left Behind.
What is important to learn?	Society demands some type of proficiency with technology	*Equity: Students need to be taught the essential skills of technological use, i.e. taking notes, organizing, access and use programs such as Microsoft Word, Excel, etc.
	With teacher guidance, curriculum is accessible through a variety of technological tools	*Access: Students will need to be able to access their learning space at all times.
		*Learning Standards: No Child Left Behind requires a standards-based curriculum, which drives a school’s curriculum.
Learner Focused	Learning space is extended beyond the classroom walls. Students gain knowledge in multiple setting throughout the day with a variety of resources.	*Minimal Technical Skills: Without the direct guidance of the teacher, students may have more difficulty independently accessing the curriculum or topics.
	Students are exposed and aware of technology. Student-directed education is meeting and motivating students at their level. The continued drive for new learning is evident in this video clip,	*Time: Developing new types of learning can be time consuming.
	http://www.youtube.com/watch?v=aEFKfXiCbLw&feature=related	*Individualized Education Plans (IEPs): Modfiying/Accomodating for students with special needs may be challenging.
	New learning can be created and utilized anywhere and under most circumstances as Howard Strauss affirms in New Learning Spaces, “Today, with archived streaming video available on the Web, no one must be in a classroom to hear a lecture. Students can hear it live anywhere or hear it later as many times as they’d like. With e-mail, chat rooms, electronic forums, and other interactive communication and collaboration tools, no one needs to be in a classroom to interact with peers and faculty.”	*No Child Left Behind: Performance-based provisions high-stakes testing; “teaching to the test.”

The Opportunities of New Learning

Classrooms were created primarily to make interaction between teachers and students possible. Designing a building with multiple classrooms was the way teachers were able to present lessons and lectures while the students received the curriculum. At the time of implementation, this setting was the only productive method that was identified where students and teachers could work together to learn (Howard). With the implementation of technology and new learning pedagogy in the educational realm, the setting no longer needs to remain strictly in the confines of the walls in the classroom. As Gary Natriello states in Imagining, seeking, inventing: the future of learning and the emerging discovery networks, that "we need to become more aware of the diverse learning opportunities compared to just the traditional ways of learning both formally and informally. New learning enables students to access the curriculum in a variety of ways. With teacher guidance, support, and training, students are able to listen to lectures synchronously and asynchronously through their computers [10], reply interactively to discussions over internet forums [11], read information pertinent to the lessons, and keep up-to-date on class activities whenever and where ever they have access to the internet." Teachers and students are able to make use of technological programs such a chat rooms, electronic forums, emails, blogs, social networking systems, virtual worlds and other types of technology tools to connect and collaborative through the designated course(Howard). This type of support encourages different types of learning and utilizes alternative resources. Teachers are to facilitate and assist students through their educational journey. As is evident with the current development of technology in our society, youth in this generation have been brought up during a highly technological time. These new learning opportunities are limitless, as is evident video clip, “A Vision of Today’s Learners:” [12] Educators are morally and professionally responsible for continuing to develop and understand the multiple ways in which students learn and develop. New learning provides an extension for traditional pedagogy. It allows for an increased focus on individual learners who present substantially different learner profiles. The learners respond to new learning pedagogy and achieve optimal learning outcomes (Natriello). The success that can be achieved in academics is made available to all students when new learning pedagogy is used.

The Challenges of New Learning

No Child Left Behind

Today, educational institutions must answer to a higher law under the provisions of “No Child Left Behind.” Referred to as NCLB, this piece of federal legislation was enacted on January 8, 2002 by President George W. Bush. Its intended purpose is to improve the quality of education in America and to make 100% of the students proficient in reading and mathematics by the year 2014. NCLB strives to narrow the achievement gap between groups of students mainly through accountability, establishing higher standards and parental choice.

According to the statutes of NCLB, the federal government mandates each individual state to construct a set of standards and assessments with which that state’s schools must comply. Schools are then expected to use these standards as a framework around which to develop their curriculum. [[13]]

In order to provide quantifiable accountability (Monroe) for school districts to receive federal funding under NCLB, a set of standardized high-stakes testing is used to measure student success. All students in grades 3-8, regardless of academic level or knowledge of the English language, are mandated to take the test. The scores of a student in special education, a student who speaks English as a second language, and a typically developing 5th grader count equally toward the overall score of a particular school.

Each school is required to make Adequate Yearly Progress (AYP) in order for the school to be labeled “passing.” AYP is calculated for each student group, such as: special education and English as Second Language students. If a school does not make AYP, they are considered “failing,” in which case, under NCLB, parents are given the choice to either remove their child from the current school and move them to a “passing” school or keep them in the current school. Schools that fail to make AYP for a certain number of consecutive years eventually face the threat of closure. [14]

The Consequences of No Child Left Behind

The provisions of NCLB have not come without several ramifications that are felt at both the state level and the classroom level. One of the primary goals of NCLB is to narrow the achievement gap present within America’s school systems. "Achievement gap" refers to the imbalance of academic accomplishments across socioeconomic, gender, and racial groups. “The No Child Left Behind federal legislation indeed requires as a final goal that all students of all groups will perform at grade level in all tests, and show continual improvement from year to year, or face sanctions, though some have noted that schools with the highest number of poor and minorities generally face the greatest challenges to meet these goals.” While NCLB strives to narrow this type of achievement gap, trying to impose uniformity of standards and assessment to diverse student populations will only serve to widen the gap. [[15]]

Critics of NCLB argue that one of its greatest flaws is the idea that funding is contingent upon student performance. [[16]] The amount of funding a school receives from the government is based on test scores. Therefore, the higher a school’s test scores, the more funding they will receive. On a state level, this leaves no additional funding for resources or the hiring of new teachers for those schools labeled “failing.” Minimal resources and aid become available for these schools, which starts to place the pressure in the classroom. Teachers are essentially blamed if their students do not pass the test, which leaves teachers no choice but to teach to the test. As Monroe states, “what gets tested, gets taught.” This clip from YouTube further summarizes the truths and consequences behind NCLB and expresses the need to incorporate new learning models, such as the proposed hybrid approach: [[http://www.youtube.com/watch?v=hSTzLILQx3c. ]]

Can the Hybrid Approach Work Under the Provisions of No Child Left Behind?

“Despite evidence that successful technology integration can dramatically improve student engagement, teaching to the test is common practice in the era of NCLB legislation that mandates high-state testing” (Monroe). Due to the fact that NCLB requires proficiency in reading and mathematics, the state has essentially provided a framework for teaching reading. Lesson planning is no longer developed organically by teachers, but rather is standards-driven in order for students to achieve. Furthermore, since reading and mathematics are considered the core curriculum and the primary areas in which students are tested, science and social studies have been neglected within the classroom. In turn, students are not receiving a well-rounded curriculum with all content areas being equally taught.

The time restraints placed on teachers to prepare students for this high-stakes testing is felt from the first day of each school year. These limitations cause teachers to abandon the use of student-directed teaching methods under the hybrid model and to focus primarily on traditional learning teaching methods, which appear more conducive to test preparation. “In schools serving high-poverty communities, teachers are often mandated to prepare students for the test, having them ‘practice’ sometimes for weeks on end, largely using direct-instruction methods, and focusing on information transmission rather than knowledge construction” (Monroe). As the test date approaches, students spend their days taking practice tests, filling in multiple-choice answers, and learning valuable test-taking strategies in order to pass the test. They rarely interact since the pencil and paper testing does not foster collaboration. When teachers use these traditional teaching methods, students are taught that there is one correct answer to any question. Opportunities for learning the invaluable tools of inquiry and student-driven exploration are not available. These lifelong skills must be developed during adolescence in order for students to grow up to be effective problem-solvers. In an era where students are bombarded with problems that cannot be solved with one simple solution, they must be able to think in analytically and formulate a thoughtful, well-constructed resolutions.

Finally, funding, another key criticisms of NCLB, directly affects how teachers teach in the classroom and pushes new learning pedagogy aside. Schools that are labeled “failing” are typically those within poverty-stricken communities or with an ethnically, economically, and academically diverse student population. Within these schools, teachers feel the immense pressure to have their students pass the tests. Schools are left with no choice but to allocate all funds to raising test scores. As Monroe discusses in her article, this leaves no additional funding for new computers or updated technology. These low-income students already have limited home access and a lack of resources at school. Because of this funding issue, they will continue to fall further within the digital divide.

In its focus on “teaching to the test,” NCLB fails in its ability to expose students to new learning models. Rather than promoting the development student-directed goals, collaboration, and inquiry within the classroom, teachers are left no choice but to rely on goals set by the state where progress is measured on a continuum of standardized assessment. Therefore, the proposal of a hybrid blending of traditional and new learning pedagogies presents a challenge when faced with the truths and consequences of NCLB. Furthermore, the link between funding and performance under NCLB undermines the importance of a blended approach to teaching and learning due to the administrative notion that traditional learning is currently the most commonly used approach in education,which implies its superiority.

COLLABORATION: How can educators incorporate the hybrid approach to learning under the standards-based curriculum and assessment of NCLB?

Challenges Across Informal Contexts of Learning

This section will address how the idea of new learning occurs in both formal educational settings and informal educational settings, such as homelife, afterschool activities, the workplace, community centers, etc. The challenges that were addressed in the above section will be applied to these other aspects of life that are outside the school setting. New learning that is taking place in these extended classrooms will be identified.

Filtering What Parts of Technology are Useful

Filtering what parts of technology are useful is a challenge of new learning. This includes filtering in the educational setting, at home, in extracurricular activities, in the work place, in religion, etc. Many years ago when traditional learning was the mainstream, parents had very little technology at home. There was little need to think about filtering what technology was useful to their children. Most families had a television or two and a telephone. When computers became household items and the internet began to take shape, parents began thinking about what technology was important for their children. Later, when the internet surged in popularity among young people, this became an even bigger issue. This was the time that new learning was beginning to take shape. Today parents are concerned about how their children are spending their time. Are their children spending too much time online playing games? Are they using the internet for educational purposes? To help parents decide what is useful for their children, filtering software has been created to help parents make sure their children are not using the internet in a way that can be harmful to them.

Many parents are not sure how to go about the filtering process and need some guidance. Here is an informative website for parents who are considering filtering what their children are viewing while online: [17] Helping parents make good decisions about what technology is important and useful for their children is an integral part of new learning. The better educated the parent is with technology, the better educated the children can become. Children and parents working together creates a collaborative learning environment. This collaboration, while using technology effectively at home for educational purposes, is an important part of new learning.

Because an ever-increasing number of young people are developing an extensive interest in online interactions, filtering now occurs in what is considered extra-curricular activities. While parents may frequently encourage their children to find a hobby so that they are not sitting and watching television, more and more are in front of the computer. Is this a hobby? While they are not outdoors getting fresh air and running about, they are still involved in an activity. Many children find game sites where they can join for free and play online games with other children from around the world. They are building relationships and social skills while having fun. The following website discusses how online gaming can build relationships: [18]. Collaborating on an activity or project is an important part of new learning. While they are having fun, they are also learning how to work together and use technology to do so.

The following is a list of gaming sites for children that are both entertaining and interesting sites: [19] [20] [21]

These sites can help the child build relationships and learn how to work collaboratively with others, an important part of new learning. The children, especially with educational games, can also discover new ideas and topics of interest. This type of inquiry-based learning is an important aspect of new learning as well.

Filtering also occurs in the workplace. Technology is everywhere, even more so today then ten years ago. Technology in the workplace is much more prevalent today than ever in the past. Technology in the workplace has made it possible for businesses to expand their services, product lines, service areas and customer support to areas all over the world. Businesses can communicate, make presentations, and provide services using technology. This incorporation of increased amounts of technology is an important part of new learning. Because of this, employers must determine what technology is useful for their line of work and how to prevent inappropriate use of technology by employees. Employers often put filtering software on computers to help maintain the integrity of the workplace. This is often done to keep workers on task. However, there are workers who are able to find their way around the filters. Those workers will suffer the consequences. The following article talks about some consequences of workers misusing technology in the work place and what workers can do to make sure they are using the technology correctly: [22] If we educate children before they reach the workforce on the appropriate ways to use technology, many of these problems might be eliminated.

It is evident that new learning is not only taking place at school, but also in many other areas of life from home to the workplace.

Determining What is Important to Learn

The second challenge of new learning is deciphering what is important to learn. Curriculum in schools has changed over the years. New learning is increasing the amount of collaborative learning, technolgy, and more inquiry-based activities and projects in schools. Learning has shifted from teacher-directed to student-directed. Because new learning does not occur only in schools, the challenge of determining what is important to learn takes place in other areas of life as well.

This challenge begins when parents choose a school for their children to attend. Often times parents make the choice based on the content of the school's curriculum. Curriculum content often varies between public, private and religious schools. Resources are available to assist parents in identifying some of the advantages of public schools and private schools: [23] Being informed helps parents determine the type of school that is best for their children. The curriculum at some schools are teacher-directed, while others may be transitioning toward a student-directed curriculum.

While determining what is important to learn starts in early childhood, it does not end there. Many youths want to learn how to play an instrument, how to play a certain sport, or how to speak another language. As children get older they are able to make decisions for themselves about what they want to learn. Children making these decisions on their own and not being forced to is an important aspect of new learning. These extracurricular activities often play an important role in the lives of children and adolescents. Extracurricular activities can build lasting relationships and teach important life-long experiences. The following article talks about some of the benefits of extracurricular activities for children: [24] New learning is focused on being student-directed, collaborative, and has technology incorporated into the process. Extra curricular activities can provide these things as well.

As children enter high school they begin to think about their plans for the future. This is another important criteria in determining what to learn. Teenagers decide which career path they want to take and what subjects they wish to study for the future. While they may receive recommendations and consultations, they are frequently allowed to make these decisions for themselves. Schools often have career counselors or career tests to assist them in identifying their interests. Outside resources provide additional information that parents can use while offering guidance: [25] The idea of new learning is putting more aspects of the educational experience into the hands of the student. By allowing them to make their own decisions about their future, they become more independent and self-reliant, which are important aspects of new learning.

Contrary to the ideas of some high school students, learning and choice for what to learn continues throughout life. Many adults begin a career only to decide that it is not for them. They make a decision to learn a new trade. This is a frequent occurance in our society. Determining what to learn is a challenge that is experienced all through life.

New learning can be challenging for many, especially those who are resistant to the idea. However, it is evident that it occurs in all areas of life. Educating and informing the masses may change the generally accepted opinion to favor the fact that new learning pedagogy is necessary in schools for the benefit of children and sustainability of communities.

Students with Special Needs

The third challenge of new learning is modifying learning environments for special education students. Like the parents of general education students, the parents of students with special needs want their children to be in an environment that is least restrictive. Providing students with special needs the least restrictive environment is also a requirement of the law (IDEA http://idea.ed.gov/). Parents also want their students and to have as many educational experiences with typically developing peers as possible. In order for this to happen, teachers have to abandon the traditional learning pedagogy. Due to their disabilities, students with special needs often require more intensive instruction which can make lecturing in front of chalkboard ineffective. Once again, resources are available for parents of children with special needs. These resources provide information regarding various programs that are available for their children: [26]

New learning is extremely important to these students. Because of each student's individual needs, it would be difficult to accommodate the students with a traditional form of education. Therefore, new learning is the preferred method. But even with new learning, the challenges of special education remain. Teachers will need to continue differentiating and making modifications to learning environments and curriculum so that students are receiving the individualized instruction they need in order to make progress.

By law (IDEA http://idea.ed.gov/), students with special needs must be afforded all the opportunities for extracurricular activities that other children have. The following site offers some activities and games that can be used in regular classrooms for all types of children, those with and without, special needs: [27] One of the challenges of extracurricular activities, such as sports and music, are that they require tryouts. The tryouts make it harder for students with special needs to participate, therefore the schools need to work to keep them involved. There are also adults with needs that need to be considered in regard to life-long learning. New learning needs to be incorporated into their learning environments as well. The following sites may be helpful for both adults and children who have special education needs: [28] [29]

Effects of Globalization on New Learning

Globalization is a complex, constantly evolving chaotic process characterized by speed and movement. Some of the important characteristics of this modern phenomenon include: the continuing spread of modern technology around the globe; an incredible amount of information being made available through new and faster channels of communication; the faster and easier movement of people across borders and between continents; and economic changes at all levels involving how goods and capital are produced, moved, and managed. While this process was at first led by companies and governments of the more economically developed First World, the last decade has seen, in true globalization fashion, that other countries are now having just as much impact on the process, and less- or newly-developed countries are having a great affect on the First World leaders. All of this fast-paced activity has led to wrenching and unpredictable changes in social and political relationships and understandings, at the global, national, and local levels (Albrow discusses how interconnected everything has become in this regard).

Thus, the world has changed in so many important and unforeseen ways in the political, economic and social environments, which has, in turn, affected the educational sector. Students who want to get good jobs, to get ahead, who want to understand why things are happening in a particular way, now need to know even more about the rest of the world than they did before. For many students, this can only be accomplished by acquiring knowledge through new learning strategies.

Fortunately, the techniques and equipment of new learning make this much easier to do. Discussed below are some of the features that exist in preparing our students to function as productive members of the global society.

Perhaps the most obvious change (and benefit!) in the education field due to globalization is the vast amount of information about other cultures that can be accessed with modern technology. Textual information is available as both web pages and articles in online databases. Interesting pictures and maps, formerly located in books or distant repositories, are now floating around in cyberspace, just waiting for the proper sequence of clicks to have them pop up on your own computer screen in the classroom or at home. Live or taped video sequences that used to only be available via television are now streamed directly to individual computers. There are fewer restrictions on the flow of information, and what restrictions do exist seem to be circumvented with relative ease.

Compared with even a decade ago, this is an incredible quantum advance in access to expanding the world of information. Teachers and librarians work constantly to organize the information in a way that can be easily understood at a particular grade level, select appropriate segments, prepare them for use, and then present them in a (hopefully) non-boring format to a class. Lesson plans are drawn up that encourage students to retrieve and incorporate new information into their assignments. These professionals also teach students how to access information in different formats through different communications channels. And since “[t]he Internet at its best can be a magnificent classroom but at its worst it’s an open sewer, it misinforms as much as it educates,” students have to be taught how to sift and evaluate information for quality and usefulness (Scorza, p.85).

In addition to the faster spread of information, globalization has also brought about the greater movement and settlement of different people among countries. Thus, the United States is even more of a multiethnic/multicultural/multinational society than previously, due to increased immigration from around the globe. (The ethnic background of people has long replaced economic class distinctions as a source of debate and violence in this country.) Today many schools can bring in these members of the local community to speak directly to students about their cultures. Schools will have many students who hail from other countries, so they can speak quickly and informally about their societies, providing immediate information in classrooms. Even small rural towns that have historically consisted of a primarily white European ethnic background, now may have a scattering of families with Latin American or Asian heritage. Indeed, many schools and communities hold a variety of gatherings or festivals to celebrate and highlight (market?) the colorful and positive attributes and contributions of other cultures. So there is less dependence on standard books and formalized lectures, and more on active interaction with selected facets of these cultures.

And going in the opposite direction, there are many opportunities for U.S. citizens to travel to other countries. These trips might occur privately with families or as part of organized groups from churches, schools, or community organizations. Foreign student exchanges and study abroad semesters are invaluable in terms of immersing students in other cultures, as “one cannot truly understand the subtleties of another culture without first having been a part of it” (Brostuen, p.85).

For those who cannot travel abroad, it might be possible to participate in a course that is being jointly conducted with a group of students in another country. Modern communications technology allows for simultaneous viewing of lectures and other material, along with concurrent intercontinental real-time discussions. This is a great way of exchanging ideas with those from different cultures.

Somewhat along the same lines would be to offer computerized role-playing simulations, allowing students to participate in various complex situations and see how other people might act and react, and what the consequences of particular actions might be. This could be very useful when trying to teach about different social practices (see Thomas for an example of this).

Where possible, partnerships might be formed with institutions of higher education, so that new learning methods and subject content might be explored, to be refined for future use. This has been identified as crossing community boundaries to engage in collective knowledge generation, something that modern technology also helps bring about at vast distances (Tsui and Law, p.1289).

The paragraphs above discussed some of the more concrete and practical issues with globalization and new learning. The harder things to understand and work with have to do with issues that are fuzzier in concept.

The fact that new computer technology has opened up many new opportunities for teaching and learning has led to a wholesale critical examination regarding the old ways of education. While there is still some resistance to what some perceive as radical change, it is gradually decreasing as people see the desirability of adapting to the new world order (or risk falling further behind). In particular, we should examine how new technologies can be used to improve education and society for those who have fewer advantages (Kellner).

Related to this is the idea that more and new types of education can occur online via computers is the issue of who is responsible: teachers, administrators, parents, or other groups? The traditional belief that teachers and administrators are responsible for everything is being challenged by people with other experiences, diverse training, and direct access to more information. Debate about how this affects the end result of student preparation is intense and never-ending. (G. Russell discusses this issue in terms of ethics and distance education.)

Teachers, administrators, parents and policy makers need to understand the cultural backgrounds of others as this clearly affects the way that people interpret and learn things, and how they interact in schools and social situations (Chang, p.177).

The key point in this whole issue is that we must change the way we as teachers, administrators, politicians, parents, and students think about things, the way we use our minds. Indeed, it has been suggested that imagination has become “a critical art of collective, social, everyday life and is a form of labor” (Appadurai, p.8). So we must use our imagination to broaden our horizons and shape the way we teach our students in this new educational environment.

A feature of globalization is that many global issues have a great and unwanted effect at the local level. What are some of these issues?

Advocates for new learning would say that it is good for everyone everywhere. But is new learning accessible for eveyone everywhere? Can new learning be accomplished with the existing digital divide, whether it is due to access, knowledge, gender, location, or any other reason? Can the learning that goes on in classrooms be considered new learning if, as stated earlier in this article, it requires students to be active participators and the curriculum itself is based on problem-solving, inquiry, and collaboration among students; or, does it have to incorporate the use of technology in order to have that label attached ?

The pedagogy for classrooms that promote new learning differs from that of traditional classrooms. This pedagogy may include, but not be limited to, a “non-traditional classroom management style; a constructivist pedagogy; a project-based curriculum design; and democratized power relations.” (Monroe, 219) New learning is indicative that students have access to a classroom wherever they are and in whatever capacity they are acquiring knowledge. If we want to improve learning we need to improve the entire student learning space, not just classrooms and labs where students spend a very small percentage of their learning time (Strauss, New Learning Spaces: Smart Learners, Not Smart Classrooms). Students, regardless of their socio-economic status or race, need to have the opportunities for the new learning that is described in this article. This concept of new learning is an identifier to the idea that the world has become flat.

While there are a number of characteristics of new learning, there are some that make it clear that it is actively changing education as considered in the global perspective. For instance, "learning is becoming less solitary and more interactive—communication with those others [anywhere at anytime] doing the same kind of research and learning pursuits makes the work more important, more challenging and more rewarding; communication over great distances make it possible for more and more learners to be engaged in like learning and discovery activities. Learning is becoming less concentrated and more distributed-—learning can occur in highly dispersed ways yet the results from these disparate learning opportunities can be amassed quickly and become the basis for informed action; global centers of learning are being replaced by global networks of learning. And learning is moving beyond and between nation states-—technologies allow information to flow from source to consumer with little or no government mediation; the goal of creating education systems has shifted from governments to the internet" (Natriello, 10-13).

Using techology in classrooms allows students the opportunity to participate in communication with others that may or may not have the same views. The communication may be with those that are in a different part of the world. While they may differ in their views, the technological classroom allows the students to have complete conversations online due to the fact that they can go on for unlimited durations. This provides the students with the chance to have “equal opportunity to ‘talk’…and therefore a chance to practice critical, civil, and civic engagement in a more thoughtful, deliberate manner, [where] their words are a matter of public record” (Monroe, 217). These conversations go beyond simple engagement to critical engagement. The connections are with students from different walks of life—whether that difference is race, demographics, or socio/economics does not matter (216).

However, new learning is a concept that is being used in a limited fashion in many parts of the world. While it is recognized that everyone is unique, works differently, and has different needs, the opportunities are lessened for many due to the digital divide. The concept of digital divide has many different meanings for many different persons. But there is a concensus among everyone that there is a “troubling gap.” This gap is in countries where the internet “and other technologies are not accessible, education is suffering; and euneducated people cannot compete in the global economy” (http://en.wikipedia.org/wiki/Digital_divide).

The benefits of new learning are becoming known to more and more educators and major players on the global scene. Because of this increased awareness, there are efforts being made to overcome the digital divide with almost as many avenues as there are causes for the divide. Cooperative efforts between governmental entities have begun as an effort to address these issues (http://en.wikipedia.org/wiki/Digital_divide).

If persistance remains constant, one could assume that the digital divide will continually diminish until it has disappeared altogether. This is of vital importance when one considers that "learning will become more diverse, more contextual, less discipline-bound, and less institutionally-bound…It will …move beyond national borders. It will move increasingly online…It will become more interactive…[and] learning is likely to occur through multiple discovery networks that blend research and teaching to address real world problems in environment supported by robust software and infrastructures. Multiple nested discovery networks will operate on a global scale and be engotiated by individual learners, sometimes guided by teachers" (Natriello, 7).

Non-student participators need to work to change the educational organization as all of these, and maybe more, new characteristics of learning come about. Learners around the globe will be able to acquire knowledge in new learning classrooms. They will learn from this pedagogy and, therefore, will no longer be separated from society in any educational aspect.

Hybrid Approach to New Learning Lesson Plans

As a demonstration of new learning, five lesson plans have been created representing five levels of the educational experience: primary, lower elementary, upper elementary, middle school and high school. This combination represents a hybrid approach that would assist a student in learning and mastering problem-solving, collaboration and inquiry skills for life.

Primary

Grade level: Kindergarten

Category of Curriculum: Math

Illinois State Goal 7: Estimate, make and use measurements of objects, quantities and relationships, and determine acceptable levels of accuracy.

Illinois Learning Standard A: Measure and compare quantities, using appropriate units, instruments, and methods.

Illinois BENMARKS 7.A.Ka:Demonstrate a beginning understanding of measurement using non-standard units.

Title of Activity: First Fractions – Introducing “half”

Materials needed:

Play dough (If you prefer to make your own, you will find a variety of recipes at Creative Kids at Home.)

Description of the Learning Experience:

1. Have the play dough available in a variety of colors for the children during center time. Typically, it could either be in the math center, the science center or the fine motor center. Because today's lesson is a math lesson, place it in the math center.

2. As children choose to participate at the center and manipulate the play dough, join them and begin to play with your own ball of play dough.

3. Choose a color for yourself that is different from that of the child. Ask the child if he/she would like to use half of your play dough as you are breaking it in half. Offer it to him/her.

4. Ask the child if he/she will share half of his/her play dough with you, and allow them to break it in half.

5. After using the child's play dough for a short while, offer it back: "Here is the half of your play dough back. Thank you for letting me play with it."

6. Open a third color of play dough and offer to share half of it with the child. Break it in half and say, "I'll keep half. Here is half for you if you would like to play with it, too."

7. After a short amount of time, open another container of play dough and state, "I am going to use this whole ball of play dough instead of only half.

8. Repeat the various steps during center time as necessary on successive days, until the children have demonstrated that they have mastered the concept by actions and using the non-standard measuring of "half" and by use of the vocabulary during conversation.

Integrated Learning:

1. Social/emotional – carrying on a conversation while playing

2. Language – new vocabulary with definitions (whole, half)

3. Physical – use of fine motor skills while manipulating the play dough

4. Cognitive – applying the knowledge when dividing the dough in half

Extensions:

Initiate play in the block area using one kind of block. Offer to give half of the blocks in that shape to the child. Ask him/her if there is another shape of block that they might like to share, and ask them to divide the amount of the blocks in half.

Application of New Learning:

This is based on the description of the group that “new learning requires students to be active participators. The curriculum itself is based on problem solving, inquiry, and collaboration among students, and often incorporates the use of technology.”

Traditional lessons for this type of information would include using simple plastic pieces that can be “broken” in half and put back together. They would be a replicate of anything that is in the child’s life. Nor would they have relevance because they are not something that the children would share with someone else.

Incorporating the use of technology at this grade level in the school system is a debatable issue only because of the ability for the programs to present the lessons to be learned in what would be considered child-centered, hands-on activities. One manufacturer of a math program that is designed for this age groups, and that has a rating of 4.8 for educational value on a scale of 5 states, “The program doesn't waste a lot of time with fancy introductions. Instead, it jumps right into skill based practice activities in the form of colorful, illustrated electronic workbook pages.” Unless they have identified a new way to use worksheets, this program does not promote learning that “requires the students to be active participators….in problem soving [and] inquiry.”

Lower Elementary

Adding "Snap" to Language Arts Marti Westover Schutz Robinson Elementary School, Monroe, Louisiana

Subject: Language Arts/Writing Grade: 1

"The novelty of using the camera created instant enthusiasm for the project. The enthusiasm endured because everyone was so involved and everyone experienced success in all phases of the project."

Purpose and Description of Project

Marti Schutz's first graders took photographs of themselves, animals, and objects and used these photos as springboards for writing stories, plays, photo captions, comic strips, ads for products, and greeting card messages. "Children who were convinced that they didn't know how" to write creatively became accomplished authors and, as a result, gained confidence and self worth.

Among the language skills the youngsters acquired or strengthened were recognizing main ideas, cause and effect, reality and fantasy, and synonyms and antonyms; sequencing; predicting outcomes; drawing conclusions; and relating reading to illustrations, according to Schutz. The children also took pride in the photographic skills they developed, adds Schutz, and "were especially thrilled when the third grade classes visited the room and complimented them on the work." She noted that an extremely quiet child "produced an amazing flow of chatter for her puppet and another who had not spoken in complete sentences for most of the year became our favorite puppeteer."

Activities

Schutz first introduced the children to the camera and accessories such as flash, cable release, tripod, and various lenses. An amateur photographer visited the class to demonstrate how the equipment worked and allowed the children to practice.

Writing activities began by having the children look through books to get ideas for story titles and choose six they wanted to illustrate. The youngsters made some props themselves and brought others from home. They studied photos Schutz brought in for discussions of focus and composition. The class was sorted into committees to set up the shots and take the pictures to suit such titles as "The Frog and the Elf" and "Mardi Gras." In the process, they also tried out different lenses and decided that the telephoto lens worked best for their purposes.

With photos and titles in hand, the children then spent about two weeks writing stories to match. The children's stories on each topic were gathered into booklets, with the motivating picture and title on the front. The booklets were available on the activity table for the children to read, and they were also allowed to read the stories to other classes. One of the stories was chosen as the basis for a sequencing activity, with photos being taken for each main idea of the story and then mounted on the magnetic board in sequence as the story was retold.

According to the teacher, the children's favorite activity was "Puppets and Plays," in which they photographed each other posing with toys and other props, cut out the photos, and stapled them on craft sticks. Working in pairs, the children improvised dialogue for the puppets of their choice. The teacher wrote the dialogue on the board and had the children retell the story in the correct sequence. The children were "amazed that this game had resulted in the creation of a play," according to Schutz. The children then decided on titles for these plays, and the teacher typed some of them and displayed them in folders with the photo-puppets.

In other exercises, the children used photos left over from their earlier projects to create a "That's Incredible" photo montage of fantasy scenes, such as a boy in a large boot and children reading to bears, and then wrote stories based on these creations. They took additional photos, wrote group stories, and independently wrote math problems based on these "Math Monsters." Again using leftover photos, they developed a rebus story tying together several unrelated shots. They also studied advertisements and turned them into "Bloopers" by substituting opposite words for such frequent advertising terms as "good," "soft," and "clean"; wrote their own ads and bloopers to go with photos they took of such products as mouthwash; and developed displays of antonyms.

Among their final activities, the children took photos of themselves and wrote messages to create Mother's Day cards; practiced turning some of their stories into plays and vice versa; and used cutout photos and speech balloons to make a comic book.

Materials, Resources, and Expenses

Among human resources were an amateur photographer, the school librarian who supplied reference books, the French teacher who was a resource on the Mardi Gras, and sixth graders who helped the children with spelling. Parents and older siblings also helped children who wanted to take puppets home to write stories about.

Equipment included the teacher's 35 mm camera, flash, cable release, tripod, and various lenses. She purchased nine rolls of color film, folders for booklets, construction paper, notebook paper, glue, flash batteries, markers, 8" x 10" envelopes, and craft sticks.

Outcomes and Adaptability

Schutz concluded that testing showed that her children had grown considerably in vocabulary and in their understanding of main ideas and sequencing. She also saw a noticeable improvement in daily reading grades and discovered in oral questioning that the students demonstrated "an amazing retention of the basics of photography." In addition, "with the photographs promoting a flow of ideas, the children realized they could write stories, plays, and more" and took great pride in their accomplishments.

The teacher believes that all the activities of her project "could be used in any first grade class and could be adapted for third and fourth grades too. Judging from the changes in behavior that I noted in my class, any child with a self-image problem (slow learner, handicapped, emotionally disturbed, extremely shy) would benefit from this project." | More Lesson Plans | Digital Learning Center - Educators |

Source

http://www.proteacher.com/cgi-bin/outsidesite.cgi?id=4452&external=http://webs.kodak.com/global/en/consumer/education/lessonPlans/lessonPlan045.shtml&original=http://www.proteacher.com/070037.shtml&title=Adding

Application of New Learning:

This in-depth language arts lesson fosters innovation and collaboration among the students. Students are engaged and the assignment is self-directed and paced. The students are in control of what they choose to photograph and in turn write about. They receive inspiration beyond the walls of a classroom and are encouraged to think outside the box. Additionally, there is an element of collaboration as each student’s writing and photography is unique and a representation of themselves. Therefore, students are able to share their projects with others and work together to create more writing, such as with the puppet project. It is apparent that the students learned a significant amount through creative writing and photography. Since this lesson is geared for first graders, there is an amount of scaffolding teachers must provide in order to guide the students. For the Mardi Gras project, the school librarian pulled books for the students. Parents and older siblings were also a resource for students in order for them to complete the project. However, the elements of the hybrid model teaching methods are apparent in the various projects this teacher incorporated for the students, starting from a young age.

Upper Elementary

Multicultural Project Lesson Plan

Goal: Students will learn about different Asian countries by doing both research on their assigned country but also listening to other classmates presentations as well at a Multicultural Fair. This project encompass both Language Arts and Social Science. It will be graded by either a Language Arts teacher or Social Studies Teacher. This is an end of the year project where the students will put together all they have learned through the year concerning research( both with books and on the computer), reading, using computers and presentation of a project. They will be graded on how well they did their research and read their book. Also how they dress and how they present their food item. An overall grade will be given for the whole project with points taken away from what was not included in the checklist and overall presentation of the whole project including the tri-fold.

Application of New Learning:

The students will be doing their own research both with traditional reading of a required book about their country and also using the internet to obtain more information and pictures for their trifold. In addition to using technology the students will present their trifold (with country) at The Multicultural Fair. At the fair the students will interact with each other by presenting their trifold in a 15 minute time period, by bringing food from their native country, and by dressing as they would in their native country. Despite the fact that the trifold is a traditional format, students will use the computer technology independently to conduct research and produce the pictures and accompanying text that will be presented on the trifold.

Multicultural Project Checklist

Social Science (Middle of Tri-fold)

____ Name of Country

____ Flag

____ Map (with capital city labeled)

____ Timeline (with 8 important dates and 5 pictures)

____ Collage of at least 10 pictures with captions

____ Statistical Information (5 statistics with explanations)

____ Top 3 tourist attractions (with explanations)

____ Brief paragraph about a current challenge your nation is facing

____ Multicultural Packet completed

Language Arts (Left side of Tri-fold)

____ Title of Book

____ Plot Summary

____ Excerpt

____ Setting

____ Character information

____ Picture of/from book

Language Arts (Right side of Tri-fold)

____ Symbol with description

____ Author information

____ Background

____ Other works

____ Picture

Middle School

• Print in BOLD are aspects of this lesson that show new learning.

Lesson: Poetry Notebook Grade: Middle School

What is being taught: Figurative language, poetry terms, how to write certain types of poems.

Standards addressed:

2.A.3a Identify and analyze a variety of literary techniques (e.g., figurative language, allusion, dialogue, description, word choice, dialect) within classical and contemporary works representing a variety of genres.

3.C.3b Using available technology, produce compositions and multimedia works for specified audiences.

1.A.3b Analyze the meaning of words and phrases in their context.

4.B.3a Deliver planned oral presentations, using language and vocabulary appropriate to the purpose, message and audience; provide details and supporting information that clarify main ideas; and use visual aids and contemporary technology as support.

Objectives

• will be able to identify different poetry terms by definition and within a poem.

• Students will be able to recognize figurative language in isolation and within a poem.

• Students will use both figurative language and different elements of poetry to compose seventeen poems. Students will display these in a variety of ways.

• Students will be able to clearly present their poems to the class in a way that is visually stimulating to their audience.

Lesson

1. Teacher will teach the first few poetry terms to model for the students. From then on, students will work with partners to define each a term for the class each day. Students will also have to come up with examples of poems that show the term they are teaching. Each day, students will also be instructed in one of the poem templates. The students will then follow the template and write their own poem.

2. Once all poems are complete, students will be required to compile them into some kind of presentation. Students may present their poems in a variety of ways including but not limited to:

• Scrapbook
• PowerPoint
• Podcast
• Recording of some sort
• Wiki or blog site
• Web space
• Written poetry book

3. All presentation must include:

• All poems instructed by teacher.
• Each poem must follow the specific requirements of each poetry template (listed on each template)
• Visuals of some sort (video clip, pictures, drawings). One visual per poem.
• All presentations of poems, regardless of format, should include correct grammar, spelling, etc.
• All presentations should be neat and organized.

4. Each student must present their poetry portfolio to the class in a 5 minute presentation. During this time students should read or show a few of their favorite poems to the class.

Assessment (choose any that fit into your curriculum and that you feel are appropriate for YOUR students):

• Quiz or test over poetry terms and figurative language.
• Poetry Portfolio should be assessed with a rubric given to students ahead of time. This rubric should be made by each individual teacher based on the needs, strengths, weaknesses, etc. of his/her classroom. You may want to create different rubrics for different students.

http://rubistar.4teachers.org

Application of New Learning:

This lesson plan is an example of the hybrid new learning approach because both teacher and students research and teach the poetry terms to the class. This involves inquiry and collaboration. The final project provides choices for the students ranging from traditional learning ways of displaying their product or "new learning" ways. In this instance we are referring to the use of technology as a form of new learning...especially in the form of wiki's and blogs which represent Web 2.0. Also, the assessment of this lesson shows hybrid new learning in that the teacher assesses each project on an individual basis. Lastly, students are encouraged to present their final products in a variety of ways that they feel best fit their particular projects.

High School

Grade level: High School

Category of Curriculum: Social Studies/U.S. Government

Goals:

1. to understand checks and balances and how a bill becomes a law. 2. to understand the roles of the Congress, the President, and the Vice President.

Objectives for students:

1. be able to describe the three branches of U.S. government 2. be able to describe the roles of government officials 3. be able to create a class constitution

Title of Activity: The U.S. Constitution

Materials needed:

1. writing utensils and paper 2. a copy of the U.S. constitution 3. empty ballots

Description of the Learning Experience:

1.The class will choose a President and a Vice President. It will begin with a nomination for the candidates. The candidates will then have time to campaign in an attempt to gain votes from their fellow classmates. The campaign can go on for a day or two. The campaign would end with a speech by each of the candidates.

2.The next step would be to have an election day. Ballets would be created and the students will be reminded that they are only allowed one vote. The student that comes in first place will be President and the student that came in second will be Vice President. In the event of a tie, the two candidates will give another speech and there will be a re-vote.

3.The rest of the class will play as the Congress. Students will then decide what the classroom constitution will contain. Rules will be decided upon and how they will be enforced. Rules can be as simple as students will not be tardy to class or no gum chewing. The President will have the right to veto any law but the law will still be passed with a 2/3 vote from Congress. Laws can be amended at any time.

4.The actual class constitution will be posted somewhere in the classroom with all the amendments added to it.

5.The President can also be impeached for wrong-doing. If this occurs, the Vice President will take over and he or she will decide on the new Vice President.

Assessment:

The teacher can grade on class participation. How much are the students engaged in the making of rules? Are the rules being enforced? Are the laws that need to be changed getting amended? How well are the president and vice president doing their jobs?

Application of New Learning:

Creativity, collaboration and interaction are what makes this lesson plan unique compared to traditional learning. Starting with creativity, students are required to create their own class constitution and decide on laws the class must follow. Not only do they get to create the constitution and laws, they get to put them in actual practice. They will get real hands on experience on how a constitution works and how laws get amended. Students will also decide on how the class laws will be enforced.

Students use collaboration when they work together to make the constitution and the laws. They will also have the opportunity to impeach the president if there were to be any wrong-doing. Any kind of amendment to the constitution would require collaboration amongst the class to make it happen. This kind of teamwork can not be found in traditional forms of education.

Interaction between students occurs throughout the entire lesson plan. The interaction starts right away when the student candidates begin to lobby themselves for election.

With the application of New Learning, this lesson plan can be very effective in demonstrating how our U.S. Constitution works.

COLLABORATION: Add your own examples of New Learning or Hybrid Learning Lesson Plans Here! Thank You.

List of Resources

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17. Monroe, Barbara. “Can we talk? Communication Technologies, social Informatics, and Systemic Change.” Technology and Education: Issues in Administration, Policy, and Applications in K12 Achools Advances in Education Administration. Volume 8, 2003, pages 213-229.

18. Natriello, Gary. “Imagining, seeking, inventing: the future of Learning and the Emerging Discovery Networks.” Published online: 6 March 2007 @ springer Science+Business Media, LLC 2007

19. Strauss, Howard. New Learning Spaces: Smart Learners, Not Smart Classrooms. Retrieved from http://campustechnology.com/articles/39222_3/ on 22 June 2008. Kellner, D. (2004) Technological transformation, multiple literacies, and the re-envision of education. E-learning 1, 1: 9-37.

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24. How to Fix No Child Left Behind, Time Magazine http://www.time.com/time/magazine/article/0,9171,1625192,00.html

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26. http://www.whitehouse.gov/news/reports/no-child-left-behind.html

27. Can We Talk? Communication Technologies, Social Informatics, and Systemic Change. Barbara Monroe

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30. Youtube.com

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